Ckla GK U3 Teachers Guide

r
s
uv
wxyz
u
rst vw
vwxy
u
t
w
v
u
xy
t
v
w
u
t
x
s
Core Knowledge Language Arts New York Edition Skills Strand
r stuvwx
nop
q
Kindergarten
k
l
mn
op
q
r
nopqr
nopqrs
mnopq
hijk
l
ghij
fg
hijklm
fghij
cdef
de
ijklm
kl
ab
fg
zabc
ef
bcd
a
z
e
Unitb3
Teacher Guide
lm
z
y
lm
a
c
z
d
y abc
bcde
a
z
xy
gh
opqrst
b
a
z
c
y
Unit 3
Teacher Guide
Skills Strand
KINDERGARTEN
Core Knowledge Language Arts
New York Edition
Creative Commons Licensing

This work is licensed under a Creative Commons AttributionNonCommercial-ShareAlike 3.0 Unported License.
You are free:

to Share to copy, distribute and transmit the work
to Remix to adapt the work
Under the following conditions:
Attribution You must attribute the work in the
following manner:
This work is based on an original work of the Core
Knowledge Foundation made available through
licensing under a Creative Commons AttributionNonCommercial-ShareAlike 3.0 Unported License. This
does not in any way imply that the Core Knowledge
Foundation endorses this work.
Noncommercial You may not use this work for
commercial purposes.
Share Alike If you alter, transform, or build upon this
work, you may distribute the resulting work only under
the same or similar license to this one.
With the understanding that:
For any reuse or distribution, you must make clear to
others the license terms of this work. The best way to
do this is with a link to this web page:
http://creativecommons.org/licenses/by-nc-sa/3.0/
Copyright 2013 Core Knowledge Foundation

www.coreknowledge.org
All Rights Reserved.
Core Knowledge Language Arts, Listening & Learning,
and Tell It Again! are trademarks of the Core Knowledge
Foundation.
Trademarks and trade names are shown in this book strictly
for illustrative and educational purposes and are the property
of their respective owners. References herein should not
be regarded as affecting the validity of said trademarks and
trade names.
Table of Contents
Unit 3
Teacher Guide
Alignment Chart for Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Introduction to Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Lesson 1: Sound /m/ Spelled m. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Lesson 2: Sound /a/ Spelled a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Lesson 3: Sound /t/ Spelled t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson 4: Sound /d/ Spelled d . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Lesson 5: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson 6: Sound /o/ Spelled o. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Lesson 7: Sound /k/ Spelled c. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Lesson 8: Sound /g/ Spelled g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Lesson 9: Sound /i/ Spelled i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Lesson 10: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Lesson 11: Review and Student Performance Task Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Workbook Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Alignment Chart for Unit 3

The following chart demonstrates alignment between the Common Core State
Standards and corresponding Core Knowledge Language Arts (CKLA) goals.
Lesson
1
10
11
12
13
14
Reading Standards for Foundational Skills: Kindergarten

Print Concepts
STD RF.K.1
Demonstrate understanding of the organization and basic features of print.
STD RF.K.1b
Recognize that spoken words are represented in written language by specific sequences of letters.
CKLA
Goal(s)
Demonstrate understanding
that a systematic, predictable
relationship exists between
written letters and spoken
sounds
Phonological Awareness
STD RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
STD RF.K.2d
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonantvowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
Segment a spoken word
into phonemes, e.g., given
bat, produce the segments
/b//a//t/
Identify whether pairs of

phonemes are the same or
different, including pairs that
differ only in voicing, e.g., /b/
and /p/
CKLA
Goal(s)
Indicate whether a target

phoneme is present in the
initial/medial/final position of a
spoken word, e.g., hear /m/ at
the beginning of mat and /g/ at
the end of bag
Listen to one-syllable words
and tell the beginning or ending
sounds, e.g., given dog, identify
initial /d/ or final /g/
Orally blend sounds to form
words, e.g., given the sounds
/k/ . . ./a/ . . ./t/, blend to make
cat
Unit 3 | Alignment Chart

2013 Core Knowledge Foundation
Lesson
1
10
11
12
13
14
Phonics and Word Recognition

STD RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
STD RF.K.3a
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound
for many of the most frequent sounds for each consonant.
CKLA
Goal(s)
Demonstrate basic knowledge

of one-to-one letter-sound
correspondences by producing
the primary or basic code
sound for every consonant
b,bb > /b/; d,dd > /d/;
f,ff > /f/; g,gg > /g/;
h, hh > /h/; j > /j/;
c,k,ck,cc > /k/; l,ll > /l/;
m,mm > /m/; n,nn > /n/;
p,pp > /p/; r,rr > /r/;
s,ss > /s/; t,tt > /t/; v > /v/;
w > /w/; x > /x/; y > /y/;
z > /z/; s > /z/; ch > /ch/;
sh > /sh/; th > /th/(thin);
th > /th/(them);
qu > /qu/; ng, n > /ng/
STD RF.K.3b
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
Read and write any onesyllable short vowel CVC word,
e.g., sit, cat, wet, not, cup
CKLA
Goal(s)
Read, spell, and/or write chains

of one-syllable short vowel
words in which one sound is
added, substituted, or omitted,
e.g., at > bat > bad > bid
Speaking and Listening Standards: Kindergarten

Comprehension and Collaboration
STD SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
CKLA
Goal(s)
Speak audibly and express

thoughts, feelings, and ideas
clearly
vi

Lesson
1
10
11
12
13
14
Language Standards: Kindergarten

Conventions of Standard English
STD L.K.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
STD L.K.1a
Print many lowercase letters.
CKLA
Goal(s)
Hold a writing utensil with a

tripod (or pincer) grip and make
marks on paper
Trace, copy, and write

from memory the letters of
the alphabet accurately in
lowercase form
STD L.K.1e
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
CKLA
Goal(s)
Use spatial words: there, here;

in, on; in front of, behind; at the
top of, at the bottom of; under,
over; above, below; next to, in
the middle of; near, far; inside,
outside; around, between; up,
down; high, low; left, right;
front, back
STD L.K.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
STD L.K.2c
Write a letter or letters for most consonant and short vowel sounds (phonemes).
Recognize, isolate, and write

the spellings for short vowel
sounds
CKLA
Goal(s)
Recognize, isolate, and write

single-letter, double-letter, and
digraph spellings for consonant
sounds
These goals are addressed in all lessons in this unit. Rather than repeat these goals as lesson objectives
throughout the unit, they are designated here as frequently occurring goals.

vii
Introduction to Unit 3
The Sounds Taught in This Unit
In Unit 3, students will begin to make connections between sounds and
symbols. They will continue to practice blending sounds into words and
they will be taught several of the symbols we use when we read and write.
Specifically, they will learn the most common way to spell eight of the sounds
of English:
Whenever sounds are
mentioned in the lessons,
they are printed in slashes
like this: /m/. Whenever
spellings are mentioned in
the lessons, they are shown
in single quotation marks
like this: m.
/m/ spelled m as in mat

/a/ spelled a as in mad
/t/ spelled t as in tag
/d/ spelled d as in dad
/o/ spelled o as in mom
/k/ spelled c as in cat
/g/ spelled g as in dog
/i/ spelled i as in dig
If you have difficulty hearing

the difference between
voiced and unvoiced sounds,
start with pairs of sounds
that can be stretched out,
e.g., /s/ (unvoiced) and /z/
(voiced), /f/ (unvoiced) and
/v/ (voiced). Then move
to sounds that cannot be
stretched out, like /k/ and/g/.
You may also find it useful to
place your fingertips on your
ears and press the palms
of your hands against your
cheeks. This will allow you to
feel the vibrations created by
voiced sounds.
Vowel and consonant spellings can be combined to make simple Consonant

Vowel Consonant (CVC) and Vowel Consonant (VC) words. Students will use
the letter-sound correspondences they learn in this unit and the oral blending
skills they learned in Unit 2 to blend and read printed words. In this way they
begin the process of decoding the mute symbols on the page into speech
soundsor what is traditionally called reading.
The three vowel sounds taught in this unit are the most distinct of the five
English short vowel sounds. The consonants include /m/, one of the first
sounds babies make, as well as two sets of consonant pairs, /t//d/ and
/k//g/. In English there are eight pairs of consonant sounds that consist of
unvoiced and voiced versions of the same sound. In the pair /t/ and /d/, /t/
is the unvoiced sound and /d/ is the voiced sound. In the pair /k/ and /g/,
/k/ is the unvoiced sound and /g/ is the voiced sound. To see and feel the
similarities and the differences in a pair, look in the mirror and put your hand
on your throat. Say the sound pair and you will notice that the position and
shape of your mouth are the same, but for the voiced consonant sound
the voice box is engaged and you will feel vibration. This knowledge about
speech sounds is very important because many errors that children make in
learning to read and spell are products of confusion about the oral layer of
the language. When a student confuses /k/ and /g/, or /d/ and /t/, there is a
good reason for it. The differences between the sounds in each pair are very
subtle.
Unit 3 | Introduction
Lesson Structure
The majority of the lessons in this unit follow a standard format. They all
begin with a Warm-Up exercise. This Warm-Up consists of two parts: 1)
practice with blending, and 2) practice with sound-symbol correspondences.
The blending is a continuation of the exercises in Unit 2 where students
blended segmented sounds into words. Starting in Lesson 2 the Warm-Up
also includes practice with Large Cards in order to review the letter-sound
correspondences taught. In Lesson 2 only the spelling for /m/ is reviewed.
By Lesson 10 all eight of the spellings taught in this unit will be part of the
Warm-Up.
After the Warm-Up exercise, the new sound is introduced. At first the sound
is experienced orally. Students hear the sound and say it while completing
oral language exercises. Once they are familiar with the sound as an oral
phenomenon, the most common spelling for that sound will be introduced.
You will show students how to make a picture of the sound by printing a
letter. Students will then practice writing the picture of the sound, or spelling,
on a worksheet. Some teachers who have taught this program prefer to
continue to use crayons throughout this unit; others prefer to switch to
pencils. After the first few lessons students will also be asked to read words
made up of spellings they have learned. A little later they will practice spelling
words with letter cards. We refer to this type of lesson as a Basic Code
Lesson. Essentially, a Basic Code Lesson introduces students to the most
common spelling for a sound. To learn more about the Basic Code Lesson,
see the Appendix.
Many sounds in English can be spelled several different ways. For example,
the sound /m/ is usually written with the spelling m as in the words me and
him. However, it can also be written with the spelling mm as in hammer or
mn as in hymn or mb as in thumb. Over the course of the program, we will
teach students the most common spellings for all of the sounds in the English
language. First it is important for students to learn only the most common or
least ambiguous spelling for a sound, that is, the basic code spelling.
All of the words students encounter during the lessons and on their
worksheets for the next several weeks will have /m/ spelled m. This will
give students confidence that the English spelling system makes sense.
Many students who are not taught in a systematic manner lose confidence
in the predictability of English and develop strategies based on guessing.
This causes poor decoding. In fact, English spelling is highly patterned and
predictable. By teaching the most common sound-symbol correspondences
first, we allow students to learn the simplest aspects of the English alphabetic
code before having to confront the more complex features.
Week One
Day 1 (Lesson 1)
Day 2 (Lesson 2)
Day 3 (Lesson 3)
Day 4 (Lesson 4)
Day 5 (Lesson 5)
Oral Blending (10min.)
Oral Blending and

Sound/Spelling Review
(10min.)
Oral Blending and

(10min.)
Oral Blending and

(10min.)
Oral Blending and

(10min.)
Mirror, Mirror (15min.)
Hearing Initial Sounds

(10min.)

(10min.)
Im Thinking of
Something (10min.)
Complete the Sentence

(10min.)
Pocket Chart Chaining

for Reading (15min.)
Teacher Modeling
(10min.)
Teacher Modeling
(10min.)
Teacher Modeling
(5 min.)
Teacher Modeling
(5 min.)
Meet the Spelling

Worksheet (15min.)
Meet the Spelling

Worksheet (15min.)
Meet the Spelling

Worksheet (15min.)
Meet the Spelling

Worksheet (15min.)


60 min.
60 min.
60 min.
60 min.

for Spelling (15min.)
Connect It/Handwriting
Practice (20min.)
60 min.
Week Two
Day 6 (Lesson 6)
Day 7 (Lesson 7)
Day 8 (Lesson 8)
Day 9 (Lesson 9)
Day 10 (Lesson 10)
Oral Blending and

(10min.)
Oral Blending and

(10min.)
Oral Blending and

(10min.)
Oral Blending and

(5 min.)
Oral Blending and

(5 min.)
Im Thinking of
Somethingr (10min.)
Im Thinking of
Somethingr (10min.)
Minimal Pairs (15min.)

Consonant Soundsr
(10min.)
Minimal Pairsr (10min.)
Teacher Modelingr
(10min.)
Teacher Modelingr
(5min.)
Teacher Modelingr
(5min.)
Teacher Modelingr
(5min.)
Vowel Discrimination
(15min.)
Meet the Spelling

Worksheet (15 min.)
Meet the Spelling

Worksheet (15min.)
Meet the Spelling

Worksheet (15min.)
Meet the Spelling

Worksheet (15min.)
Rainbow Letters (10min.)




60 min.
60 min.
60 min.
60 min.
Day 11 (Lesson 11)
Day 12 (Lesson 12)
Day 13 (Lesson 13)
Day 14 (Lesson 14)
Oral Blending and

(5min.)
Oral Blending and

(5min.)
Oral Blending and

(5min.)
Oral Blending and

(5min.)


Eraser Man (15 min.)
Stomp and Spell

(20min.)



60 min.
Week Three
Label the Picture

(15min.)
Circle Spelling
(20min.)
Label the Picture

(10min.)
Label the Picture

(15min.)
Circle Spelling (20min.)
Spelling Hopscotch
(15min.)
Spelling Hopscotch
(15min.)
Reading Assessment
Reading Assessment
Reading Assessment
Reading Assessment
60 min.
60 min.
60 min.
60 min.
Stomp and Spell

(20min.)
The Use of Letter Names

Throughout the lessons we encourage you to avoid using letter names. This
is because some students become confused by letter names. They think that
the letter says its name. Students might try to read the word cat as see
ay tee. In fact, only 5 of the 26 letters in the English alphabet ever say
their namethe letters a, e, i, o, and u. In each case there is a more
likely pronunciation for the letter: a is more frequently pronounced /a/ as in
cat, e is more frequently pronounced /e/ as in pet, etc. Some letter names
contain the letter sound. For example, the letter name tee contains the /t/
sound. There are other cases where the letter name is very difficult to connect
to the sound. What is the connection between the /h/ sound and the letter
name aetch? Or between the /w/ sound and the letter name double you?
What matters most for beginning readers is that they connect the sound with
the shape of the lowercase letter and, for that, no letter names are required.
We have delayed the teaching of letter names until Unit 6.
At first you may find it difficult to avoid using letter names. You may be used
to introducing letter-sound correspondences with a phrase like the letter m
says /m/. The lessons in this book will provide guidelines and phrasing that
will allow you to introduce the same correspondences in a slightly different
way. You will begin by introducing the sound /m/. Once students have heard
and said the sound, you will show them how to draw the letter, explaining
that this is a picture of the sound. We have found the concept of pictures
of sounds to be a very powerful teaching device, one that makes the logic of
the alphabet code instantly clear to students. Once students understand that
they can draw a picture of a sound in the same way they draw a picture of
a person or a tree, they are equipped to understand how our writing system
works.
If you use letter names inadvertently, just move on and do not worry about it.
You are not likely to confuse students unless you repeatedly associate the letter
name with the picture. You will find that avoiding letter names gets easier as you
become familiar with the structure of the lessons and vocabulary of the program.
You may find that some or all of your students already know the letter names.
Letter names are widely taught in homes and preschools, on educational
television, and by phonics toys and games. Knowing the letter names is no
guarantee that students know the sounds the letters stand for, which is the
goal of early reading instruction. If students want to call the letters by names,
redirect them.
Letter names are only avoided during the initial phases of instruction. In Unit
6, when students have learned letter sounds and the letter names are not
likely to interfere with decoding, letter names will be introduced. For more
information on letter names and other distinctive features of the phonics
approach used in CKLA, see the Appendix.
Lowercase Letters
You will notice only lowercase letters are taught in this unit. Again, this
keeps the initial steps on the road to reading as simple as possible. Teaching
uppercase and lowercase letters simultaneously would not add much
complexity if all uppercase letters had the same shape as the lowercase
letters. This is the case for a few English letters (e.g., C and c, O and
o), but for many other letters the uppercase letter has a wholly different
shape (compare A and a, D and d, G and g, etc.). If uppercase and
lowercase letters were introduced together from day one, students would
have to connect the sound /g/ not only with the symbol g but also with
the very different symbol G. Our goal is to make the first steps as simple
as possible. We delay the introduction of uppercase letters until later in the
program.
Blending Gestures
In the Warm-Ups and in certain other exercises, we ask you to use blending
gestures to make the blending process concrete and tangible for students.
The gestures described in this unit are arm gestures. This involves pointing to
the shoulder, the elbow, and the wrist to represent the three sound segments
and sweeping along the arm with the other hand to symbolize blending.
These gestures can be easily adapted for use with two-sound words: simply
point to the shoulder, then point to the elbow, then sweep. The arm gestures
can also be adapted for use with four- and five-sound words: add the upper
arm (between the shoulder and the elbow) and the lower arm (between the
elbow and the wrist) as pointing targets.
We have selected arm gestures for this unit because the large motor
movements involved can be easier for young children to see and master.
Some schools and teachers prefer to use finger tapping motions to signify
individual sounds. There are several advantages to using the finger tapping
if students are ready for the challenge. The fine-motor movements involved
in finger tapping will be useful later in the program when students learn to
segment words into sounds and when they are ready to blend words with
more than three sounds. Another advantage to the finger tapping is more
sensory feedback and visual signals that words are made up of individual,
separable sounds or phonemes. If you want to introduce the finger gestures
for blending, consult the Appendix at the back of the Teacher Guide for Unit
2. There are advantages to both systems, and you should consider the motor
skills of students in deciding which to use.
Chaining Exercises
One distinctive feature of CKLA is its heavy reliance on chaining exercises. A
chain is a series of words, sometimes including pseudowords or, silly words,
that can be built by changing only one letter or spelling at a time. Here is a
sample chain that can be read (or spelled) once students have learned the
letter-sound correspondences taught in this unit:
dad > mad > mat > at > cat > cot > dot
Note only one change is required to change dad to mad and to change each
subsequent word to the next word in the chain.
The rules of chaining are as follows:
RULE 1: Only one spelling changes at a time.
RULE 2: There are three permissible changes:
a. Addition: a picture of a sound is added (ad > mad)
b. Deletion: a picture of a sound is taken away (mad > ad)
c. Substitution: one picture of a sound is substituted for another (mat > cat)
These rules apply to all CKLA chaining. In this unit, Pocket Chart Chaining
for Reading and Pocket Chart Chaining for Spelling are used. We ask you
to make the letter cards for these chaining exercises yourself, using index
cards.
i a o
m t d c
g
Fig. 1: Pocket Chart Setup
In Pocket Chart Chaining for Reading, students are asked to read words you
build on a pocket chart using the teacher-made letter cards. This exercise
involves going from symbols to sounds.
In Pocket Chart Chaining for Spelling, students are asked to spell words on
the pocket chart using the teacher-made index cards. This involves going
from sounds to symbols. However, it is easier than spelling with paper and
pencil because students do not have to remember how to form the letters.
They only need to be able to select the cards showing the letters they need.
a o
m t d c
g
Fig. 2: Using the Pocket Chart
When using the pocket chart, place the teacher-made letter cards for the
vowel sounds along the top and the cards for the consonant sounds along the
bottom. Leave enough space in between to build the words. It is good to try
to keep the spellings in the same order as you move through the lessons. The
optimal order and the number of teacher-made letter cards are specified in the
chaining exercises.
You can see the correct setup for the pocket chart in Fig. 1. When you chain
words, move the cards to the center of the chart, being sure to place the
cards from left to right. It might be useful to place a green starting dot (or
star) and a red ending dot on the pocket chart to help students with left-toright directionality. Fig. 2 shows what a pocket chart looks like when a word
has been built.
Workbook
The Student Workbook for this unit contains a variety of worksheets. There is a
worksheet for each lesson in which a letter-sound correspondence is introduced.
This worksheet allows students to practice writing the new spelling. On the
back of this worksheet, students will be asked to select objects that start with
the target sound. If students have difficulty identifying some of the objects, you
should feel free to tell them what is depicted. The point of the worksheet is not to
learn to recognize a mat, but to understand that mat starts with /m/.
We have asked you to display each Meet the Spelling worksheet. Please
use whatever display/projection system is readily available to you in your
classroom. Again, we have included several optional Take-Home Worksheets.
Sound Posters
Beginning with Lesson 5 we ask you to make use of a new component: the
Sound Posters.
The Sound Posters are intended to be posted on the walls of the classroom
as you teach letter-sound correspondences. They provide a visual reminder
of the code knowledge students have been taught. They are also a very
useful student reference for spelling and writing. If students are uncertain
about the spelling of a sound, they can look at the appropriate Sound Poster
for a quick overview of its various spellings.
Fig. 3: Sound Poster
Fig. 3 on the left shows a Sound Poster. The target sound for each poster is
printed in a speech bubble at the top of the poster. We include the speech
bubble in order to emphasize to students that each poster represents a sound
and not a letter. The Sound Posters have one box for each spelling taught in
Kindergarten. If only one spelling is taught in Kindergarten, there will be only
one box on the Sound Poster. If two spellings are taught, there will be two
boxes, etc. The Sound Cards should be added to these boxes as the spellings
are taught.
The Sound Cards that accompany the Sound Posters represent the spellings
that stand for sounds. The card in Fig. 4 represents the m spelling for the /m/
sound. The card shows a sample word, mat, that contains this spelling, and
the m spelling itself is printed in red (not visible here). The card also includes a
color photograph of a mat.
Fig. 4: Sound Card m
Wait until Lesson 5 to begin using the Sound Posters. In Lesson 5 the sample
words on the first four Sound Cards will be decodable. Post the Sound Poster
for the spelling /m/ and then add the Sound Card for m, so that it resembles
the poster shown in Fig. 5. You may use hook and loop tape, poster putty, or
tape to attach the cards to the posters. Also, display the posters and add the
Sound Cards for the other sounds and spellings learned up to that point, e.g.,
/a/ spelled a.
Fig. 5: Sound Poster showing

basic code.
If you have room, we suggest you display the vowel posters on one wall and
the consonant posters on another. This will help reinforce the distinction
between vowel and consonant sounds.
As you teach the lessons in the program you will be continually affixing
Sound Posters and Sound Cards on your walls. When you complete the
entire Kindergarten program, you will have displayed 10 vowel posters and 25
consonant posters. Each time a new letter-sound correspondence is taught,
the Teacher Guide will remind you to display the Sound Poster and the Sound
Card. Later in Kindergarten, there will also be some spelling alternatives that
you will add to the posters. For example, when you introduce the double-letter
spellings for consonant sounds in Unit 8, you will add the Sound Card for the
mm spelling with the keyword drumming to the /m/ Sound Poster, which will
already be on the wall. With the addition of a second spelling, the poster will
look like Fig. 6.
Fig. 6: Sound Poster showing

a spelling alternative.
When there are no empty boxes left on a poster, students have learned all of
the spellings for sounds taught in Kindergarten. For several sounds, they will
learn additional spellings later in the program.
Additional Materials for Unit 3

The following additional materials are needed in Unit 3; the number in
parentheses indicates the first lesson in which the item is used.
Small, handheld speech mirror, one per student (1)
Crayons or primary pencils for all students (1)
Chart paper or board(1)
Pocket chart and stand (3)
Unruled 4 x 6 or 5 x 7 index cards (3)
Optional: Alphabet Jam: Songs and Rhymes to Build Early Reading Skills CD
by Cathy Bollinger (1), available through various media outlets
Code Knowledge
After the first sound and letter have been taught, we introduce our Code
Knowledge feature at the end of each lesson. This gives you some
simple numerical indications of how important the various letter-sound
correspondences are, how much Code Knowledge students had before
the current lesson, and how much they will have after the current lesson.
The before-and-after numbers show how many words, on average, would
be 100% decodable if students attempted to read 1,000 words of natural
text. These numbers show how students gain decoding skill as they learn
new letter-sound correspondences. They also show why it is unwise to ask
students to read uncontrolled text too early.
Student Performance Task Assessment

In Lesson 11, you are provided with a Student Performance Task
Assessment. The assessment may be completed over the course of several
days. There are two parts for this assessment:
Part One is required for all students. This assessment directs you to
pronounce 10 one-syllable CVC words. For each word you say, students
are to circle the word on their worksheet. Part Two requires you to assess
students individually if they scored 7 or fewer points on Part One. Each
student reads from a set of 10 words printed on separate cards.
Be sure to record the results on the Class Record sheet provided at the end
of Lesson 11 in this Teacher Guide.
Supplemental Resources
Beginning in this unit we will provide supplemental materials at the end of
each lesson in which a new letter-sound correspondence is introduced. You
will find a list of newly decodable words, chains for chaining exercises, and
the title of a song from the Alphabet Jam CD by Cathy Bollinger. (This CD is a
completely optional component.) The words, chains, and songs are specific
to the letter-sound correspondences taught in the lessons. You can add
the newly decodable words to your word wall or use them for exercises or
worksheets that you create yourself. The chains are useful if students need
additional practice reading or spelling words.
Appendix: Understanding the CKLA Approach to Phonics

The Appendix for this unit provides excellent background information about
the program.
Teacher Resources
At the end of each unit, you will find a section titled, Teacher Resources.
In this section, we have included assorted forms and charts which may be
useful.
Assessment and Remediation Guide

A separate publication, the Assessment and Remediation Guide, provides
further guidance in assessing, analyzing, and remediating specific skills. This
guide can be found online at http://www.coreknowledge.org/AR-GK-U3.
Refer to this URL for additional resources, mini-lessons, and activities to
assist students who experience difficulty with any of the skills presented in
this unit.
10
Lesson 1
Basic Code
Objectives
The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
Orally blend sounds to form words by using

large motor gestures (RF.K.2d)
Hold a writing utensil with a tripod (or

pincer) grip and form the letter m (L.K.1a)
Indicate whether the phoneme /m/ is present Recognize, isolate, and write m for
in the initial position of a spoken word
consonant sound /m/ (L.K.2c)
(RF.K.2d)
Trace and copy the lowercase letter m
Observe the shape of the mouth while

pronouncing the sound /m/ (RF.K.3a)
Demonstrate understanding that a
systematic, predictable relationship exists
between written letters and spoken sounds
by drawing a picture of m for /m/ in the air
and on paper (RF.K.1b)
At a Glance
Warm-Up
Introducing the Sound
Introducing the Spelling
(L.K.1a)
Use spatial words, such as down, while

practicing handwriting (L.K.1e)
Exercise
Materials
Minutes
10
Oral Blending
Mirror, Mirror
one small mirror per student
15
10
Teacher Modeling
10
Meet the Spelling Worksheet
crayons; Worksheet 1.1;

projection system
15
Unit 3 | Lesson 1
11
Warm-Up
10 minutes
Oral Blending
When blending two-sound

words, simply skip the third
blending motion illustrated
here.
Explain that you will say sounds and you want students to blend the sounds
into words.
If students are having

difficulties hearing and
blending sounds, have them
use mats and cubes from Unit
2. With cubes, students can
feel and see the sounds and
physically blend them.
Say the words in a segmented fashion.
Be sure to use the arm blending motions depicted in the illustration or the
finger blending motions described in the Unit 2 Appendix.
When you have finished the exercise, ask students if they noticed what all of
the words they blended have in common. (They are all animals.)
If students need additional

blending practice, you may
use any of the Pausing Point
exercises listed under Blend
Two or Three Sounds to Form
a Word and the activities
in Unit 3, Section I of the
Assessment and Remediation
Guide.
/m/
Please refer to the Appendix

for CKLAs phoneme
transcription system.
/ou/
/s/
1.
(3) /m/ /ou/ /s/ > mouse
6.
(3) /s/ /ee/ /l/ > seal
2.
(3) /f/ /i/ /sh/ > fish
7.
(3) /f/ /l/ /ie/ > fly
3.
(3) /m/ /oo/ /s/ > moose
8.
(3) /r/ /a/ /t/ > rat
4.
(2) /ae/ /p/ > ape
9.
(3) /k/ /a/ /t/ > cat
5.
(3) /sh/ /ee/ /p/ > sheep
10. (3) /d/ /o/ /g/ > dog

Mirror, Mirror
practice recognizing and
isolating the sounds taught
in this unit, you may select
appropriate Pausing Point
exercises from those listed
under Recognize and Isolate
the Sounds Taught in Unit 3
and the activities in Unit 3,
Section II of the Assessment
and Remediation Guide.
mouse
25 minutes
15 minutes
Tell students the first sound they will learn is the /m/ sound.
Explain that we make sounds by putting parts of our mouth like our lips and
our tongue into special positions while breathing out air.
Distribute a handheld mirror to each student.
Tell students to use their mirrors to observe the shape of their mouths as they
say the sound /m/.
Ask students if their mouths are open or closed when they make this sound
(closed).
Ask what their lips do when they say the /m/ sound. (Lips are pressed together.)
12
Unit 3 | Lesson 1
While looking into the mirrors, have students echo the words you say. Use the
list that follows.
1.
me
5.
mouse
2.
mat
6.
mud
3.
man
7.
mad
4.
map
8.
mom

practice listening for sounds,
you may use the activities
Guide.
10 minutes
Tell students you are going to say a number of words. Some of the words will
begin with the /m/ sound and some will not.
Have students close their eyes and listen carefully.
Tell students to raise their hands when they hear a word begining with the /m/
sound.
Note: If students have trouble hearing a words initial sound, say the word
in a segmented fashion: /m/ . . . /a/ . . . /d/. Then repeat the word in its
blended form: mad.
1.
mad
5.
cat
9.
2.
bad
6.
mat
10. mom
3.
pail
7.
match
11. noon
4.
mail
8.
silk
12. Tom

Teacher Modeling
milk
25 minutes
10 minutes
Draw a picture of a flower on the board, and ask the class to identify it.
Once students have identified the picture, draw a picture of the sun on the
board, and ask the class to identify the picture.
Start on the dotted line.
1. short line down
2. hump
3. hump
It might be helpful if
students practiced writing
the spelling in a tray
containing sand or rice
before writing it on the
worksheet.
Once the class has identified the picture, explain that we can draw pictures of
sounds just as we can draw a picture of a flower or the sun.
Tell students you are going to show them how to draw a picture of the /m/
sound.
Draw a large lowercase m on the board and describe what you are doing
using the phrases on the left. Repeat several times, using the phrases or
counting off the strokes as you create the letter.
Unit 3 | Lesson 1
13
Tell students you are going to use your entire arm to draw a very large letter in
the air. Model this with your back to students, encouraging them to copy the
motions and repeat the phrases for forming m with you.
Remember: Try to avoid using the letter name em during this activity.
Instead, say the sound /m/.
15 minutes
Distribute and display Worksheet 1.1. Tell students everyone will practice
drawing pictures of the /m/ sound.
Work as a group, guiding students to complete each item in the rows of
letters as you model the writing process. Trace the gray dotted letters in the
row first, then write the letters, using the black dots as starting points. Say
the sound as you finish each letter.
Worksheet 1.1
Turn to the back of the worksheet. Ask or assist students in identifying each
picture and write an m under the picture if the depicted item begins with the
handwriting practice, you may
select the activities in Unit 3,
/m/ sound. Model each step using your projection system so students can
Section III of the Assessment and
follow along (mouse, mitten, monkey, leaf, dog, moon).
Remediation Guide.
Song:
Alphabet Jam: Songs and
Rhymes to Build Early Reading
Skills by Cathy Bollingeroptional resource
1.
Macaroni (from Alphabet Jam CD)
Code Knowledge
The sound /m/ is the 14th most common sound in English.
The sound /m/ is found in approximately 17 percent of English words.
The sound /m/ is spelled m approximately 94 percent of the time.
The spelling alternative mm as in hammer is taught later in this grade.
The spelling alternatives mn as in hymn and mb as in lamb are rare.
Students have now learned one way to spell 1 of the 44 sounds in the
English language.
14
Unit 3 | Lesson 1
Lesson 2
Basic Code
Objectives
Orally blend sounds to form words using

pronouncing the sound /a/ (RF.K.3b)
Read and write short vowel CVC words by
producing /a/ for a (RF.K.1b)
Indicate whether the phoneme /a/ is present
in the initial position of a spoken word (RF.K.2d)

by drawing a picture in the air and on paper
of a for /a/ (RF.K.1b)
pincer) grip and form the letter a (L.K.1a)
Recognize, isolate, and write the single letter
a for short vowel sound /a/ (L.K.2c)
Trace and copy the lowercase letter a (L.K.1a)
Use spatial words, such as left and down,
while practicing handwriting (L.K.1e)
At a Glance
Exercise
Warm-Up
Oral Blending and


Mirror, Mirror
Materials
Minutes
Large Card for m
10
15
10
Teacher Modeling
10

projection system
15
Unit 3 | Lesson 2
15
Warm-Up
10 minutes
Oral Blending and Sound/Spelling Review
Part A
Explain to students that you will say sounds and you want them to blend the
sounds into words.

Guide.
Be sure to use the arm blending motions from Lesson 1 or the finger blending
motions described in the Unit 2 Appendix.
Say the words below in a segmented fashion.
When you have finished the exercise, ask students if they noticed what all of
the words have in common. (They are all foods.)
1.
(3) /s/ /oo/ /p/ > soup
5.
(3) /ch/ /ee/ /z/ > cheese
2.
(3) /f/ /i/ /sh/ > fish
6.
(3) /j/ /oo/ /s/ > juice
3.
(3) /m/ /ee/ /t/ > meat
7.
(3) /b/ /ee/ /f/ > beef
4.
(3) /r/ /ie/ /s/ > rice
8.
(3) /k/ /ae/ /k/ > cake
Part B
Display the Large Card for m.
Explain that you will show students a card with a picture of a sound and you
want them to tell you the sound.
Hold up the Large Card for m.
Have students say the sound, not the letter name.

Mirror, Mirror
25 minutes
15 minutes
Tell students the new sound is /a/.

Have students say the sound /a/ several times, stretching it out.
Ask students to repeat a number of words having the /a/ sound at the
beginning: apple, ask, add, act.
Ask students to repeat a number of words having the /a/ sound in the middle:
cat, bad, have, cap.
Tell students to use the mirrors to watch the shape of their mouths as they
say the sound /a/.
Ask students if their mouths are open or closed when they make this sound
(open).
16
Unit 3 | Lesson 2
Ask students if they can tell where their tongue is when they make this sound.
(The tongue is low and in the front of the mouth.)
Have students compare todays sound /a/ with yesterdays sound /m/.
Ask students what differences they see. (/a/ is made with an open mouth, /m/
is made with the lips pressed closed.)
While looking into the mirrors, have students echo the words you say. Use the
list that follows.
1.
at
3.
ad
5.
math
2.
apple
4.
mat
6.
mad

Guide.
10 minutes
Tell students you are going to say a number of words. Some of the words will
begin with the /a/ sound and some will not.
Have students close their eyes and listen carefully.
Tell students to raise their hands when they hear a word beginning with the
/a/ sound.
Note: If students have trouble hearing the initial sound, say the word in a
segmented fashion: /a/ . . . /d/. Then repeat the word in its blended form:
ad.
1.
ad
4.
after
7.
act
10. it
2.
mitt
5.
bit
8.
kit
11. egg
3.
at
6.
attic
9.
apple
12. ax

Teacher Modeling
25 minutes
10 minutes
Note: In Kindergarten, students learn the following style for lowercase a,

generally used in handwriting and early reading materials. The uppercase
A will be introduced later.
Tell students you are going to show them how to draw a picture of the /a/
sound.
Start between the dotted
line and the bottom line.
1. circle to the left
2. short line down
Draw a large lowercase a on the board and describe what you are doing
Unit 3 | Lesson 2
17
motions and repeat the phrases with you.
Remember: Try to avoid using the letter name ay during this activity.
Instead, say the sound /a/.
15 minutes
drawing pictures of the /a/ sound.
Worksheet 2.1
handwriting practice, you
may select appropriate
Pausing Point exercises from
those addressing handwriting
Section III of the Assessment
and Remediation Guide
Work as a group, leading students to complete each item in the rows of

picture and write an a under the picture if the depicted item begins with the
/a/ sound. Model each step so students can follow along (astronaut, bed,
alligator, apple, ower, ax).
*Words included on the
Dolch word list or the Fry
word list (two lists of sight
words) are indicated with an
asterisk.
Newly Decodable Words:

1.
am*
Song:
1.
18
Unit 3 | Lesson 2
Abbie Alligator (from Alphabet Jam CD)
Code Knowledge
Before todays lesson: If students attempted to read 1,000 words in
a trade book, on average none of those words would be completely
decodable.
After todays lesson: If students attempted to read 1,000 words in a
trade book, on average between 0 and 1 of those words would be
completely decodable.
The sound /a/ is the 10th most common sound in English.
The sound /a/ is found in approximately 14 percent of English words.
The sound /a/ is spelled a 99 percent of the time. There are only a
handful of exceptions, e.g., aunt and laugh.
Spelling a is a tricky spelling; it can be pronounced /a/ as in cat, /ae/
as in table, schwa as in about, or /o/ as in father. However, at this point,
CKLA materials include only a > /a/ words.
English language.
Unit 3 | Lesson 2
19
Lesson 3
Basic Code
Objectives

Recognize, isolate, and write t for

consonant sound /t/ (L.K.2c)

by producing a for /a/ and m for /m/

pincer) grip and form the letter t (L.K.1a)
(RF.K.1b)
Listen to riddles and provide words with an

initial /t/ as answers (RF.K.2d)
by drawing a picture of t for /t/ in the air
Read, spell, and/or write chains of one-syllable

short vowel words in which one sound is
added, substituted, or omitted (RF.K.3b)
Trace and copy the lowercase letter t (L.K.1a)
Use spatial words, such as down and across,
At a Glance
Exercise
Warm-Up
Oral Blending and

Im Thinking of Something
10
Teacher Modeling
Chaining
20
Unit 3 | Lesson 3

Pocket Chart Chaining for
Reading
Materials
Minutes
Large Cards for m and a
10

projection system
15
pocket chart; cards for a, m

(2),
t (2)
20
Advance Preparation
Use 4 x 6 or 5 x 7 index cards to make the following cards: a, m (2),

t (2). You will use these cards with the pocket chart. Make sure you write the
letter so it is still fully visible when placed in the chart.
Prepare the pocket chart.
m t
Pocket Chart Setup
Position the card for the vowel spelling a along the top of the pocket chart.
Position the cards for the following consonant spellings along the bottom of
the pocket chart: m (2), t (2).
Warm-Up
10 minutes
Part A

Guide
Teach this Warm-Up as you did in previous lessons using the words listed
below.
Be sure to use blending motions and ask what the words have in common.
(They are all body parts.)
1.
(3) /m/ /ou/ /th/ > mouth
6.
(3) /n/ /oe/ /z/ > nose
2.
(3) /l/ /i/ /p/ > lip
7.
(3) /ch/ /i/ /n/ > chin
3.
(3) /f/ /oo/ /t/ > foot
8.
(3) /ch/ /ee/ /k/ > cheek
4.
(3) /l/ /e/ /g/ > leg
9.
(2) /t/ /oe/ > toe
5.
(2) /n/ /ee/ > knee
10. (3) /t/ /ee/ /th/ > teeth
Part B
Use the Large Cards listed in the At a Glance chart to review the sounds.
Have students say the sounds, not the letter names.

10 minutes
Tell students the new sound is /t/.
Have students say the /t/ sound several times.
Ask students to repeat a number of words having the /t/ sound at the
beginning: tag, top, toe, tin.
Unit 3 | Lesson 3
21
Ask students to repeat a number of words having the /t/ sound at the end: kit,
cat, kite, bet.
Tell students you are going to say some riddles, each of which has an answer
beginning with the /t/ sound.
1.
Im thinking of something inside your mouth you use to chew. (teeth)
2.
Im thinking of 10 things attached to your feet. They are kind of like

fingers. (toes)
3.
Im thinking of something you play with. (toy)
4.
Im thinking of another word for wheels. A car has four of these. (tires)
5.
Im thinking of a large orange cat-like animal that has black stripes,

lives in the jungle, and growls. (tiger)
6.
Im thinking of the number that comes after nine. (ten)
7.
Im thinking of the part of your body you use to lick a lollipop.

(tongue)
8.
Im thinking of another word for stomach or belly. (tummy)
9.
Im thinking of my job. You are students and Im a . . . (teacher)
10. Im thinking of something with a trunk, branches, and leaves. (tree)

Teacher Modeling
20 minutes
5 minutes
Tell students you are going to show them how to draw a picture of the /t/
sound.
Draw a large lowercase t on the board and describe what you are doing
line and the top line.
1. long line down
(lift)
2. short line across
22
Try to avoid using the letter name tee during this activity. Instead, say the
sound /t/.
Unit 3 | Lesson 3
15 minutes
drawing pictures of the /t/ sound.
Worksheet 3.1
Turn to the back of the worksheet. Ask students to identify each picture and
write a t under the picture if the depicted item begins with the /t/ sound.
Model each step so students can follow along (turkey, toes, banana, bus,
teeth, tiger).
Chaining
20 minutes
Pocket Chart Chaining for Reading
Point to the cards and have students say the sounds, not the letter names.
Tell students you are going to arrange the cards to make a word.
Move the m, a, and t cards to the center of your pocket chart to spell mat.
m t
Pocket Chart Setup
You might find it helpful to

add a green start star and
a red stop dot or an arrow
to the pocket chart to help
students remember to read
from left to right.
Tell students they need to look at the pictures of the sounds from left to
right in order to read this word. As they look at the pictures, they need to
remember the sounds the pictures stand for and blend the sounds together
to make the word.
Point to the m and ask the class to say the sound. Repeat with the a and
then the t.
Have students join you in blending the sounds: /m/ . . . /a/ . . . /t/: mat. (Make
sure everyone uses the blending motions from the Warm-Up.)
Remove the m card and say to the class, If that is mat, what is this?
Ask a student to read the word (at).
Complete the chaining.

reading practice, you may
select appropriate Pausing
Point exercises from those
listed under Read Two- and
Three-Sound Words and the
activities in Unit 3, Section
II of the Assessment and
Remediation Guide.
1.
mat > at > mat > at
Unit 3 | Lesson 3
23
asterisk.
Newly decodable words:

1.
at*
2.
mat
Real word chain:

1.
mat > at > am
Silly word chain:

1.
tam > tat
Song:
1.
Tara Takes Tap (from Alphabet Jam CD)
Code Knowledge
a trade book, on average between 0 and 1 of those words would be
The sound /t/ is the 2nd most common sound in English.
The sound /t/ is found in approximately 36 percent of English words.
The sound /t/ is spelled t approximately 89 percent of the time.
The spelling alternatives tt as in sitting, ed as in skipped, and d as in
baked are taught later in this grade.
The spelling alternative bt as in doubt is rare.
English language.
24
Unit 3 | Lesson 3
Lesson 4
Basic Code
Objectives

Recognize, isolate, and write d for

consonant sound /d/ (L.K.2c)
Demonstrate understanding that a systematic,

predictable relationship exists between written
letters and spoken sounds by producing a for
/a/, m for /m/, and t for /t/ (RF.K.1b)

pincer) grip and form the letter d (L.K.1a)
Listen to incomplete sentences and provide

words with an initial /d/ as answers (RF.K.2d)
by drawing a picture of d for /d/ in the air

Trace and copy the lowercase letter d (L.K.1a)
Use spatial words, such as down and left,
At a Glance
Exercise
Warm-Up
Oral Blending and

10
Teacher Modeling
Chaining

Reading
Take-Home Material
T-Chart Sort
Materials
Minutes
Large Cards for m, t, a
10

projection system
15
pocket chart; cards for a, m

(2),
t (2), d (2)
20
Worksheets 4.2, 4.3
Unit 3 | Lesson 4
25
Advance Preparation
Use index cards to create 2 d cards.

the pocket chart: m (2), t (2), d (2).
m t d
Pocket Chart Setup
Warm-Up
10 minutes
Part A
below.
Guide.
(They are all items of clothing.)
1.
(2) /sh/ /oo/ > shoe
5.
(3) /k/ /a/ /p/ > cap
2.
(3) /s/ /oo/ /t/ > suit
6.
(3) /sh/ /er/ /t/ > shirt
3.
(3) /s/ /o/ /k/ > sock
7.
(3) /h/ /a/ /t/ > hat
4.
(3) /k/ /oe/ /t/ > coat
8.
(3) /b/ /oo/ /t/ > boot
Part B
10 minutes

26
Tell students the new sound is /d/.

Have students say the /d/ sound several times.
Ask students to repeat a number of words having the /d/ sound at the
beginning: dig, dog, dart, duck, dull.
Ask students to repeat a number of words having the /d/ sound at the end:
mad, food, bed, need, said.
Tell students you are going to say some incomplete sentences, each of which
is missing its last word.
Unit 3 | Lesson 4
Explain that the missing words begin with the /d/ sound.
Read the first sentence.
Complete the remaining sentences.
1.
When I jump, first I go up and then I come
(down).
2.
Babies wear
3.
I have a pet that barks. It is a
4.
During the day, it is light. At night, it is
5.
A sweet, round breakfast food that has a hole in the middle is called
(doughnut).
a
6.
When I am sick, I go see a
7.
To get into my house, I have to unlock and open the
8.
An animal that quacks is called a
9.
Another word for mother is mom. Another word for father is

(dad).
(diapers).
(dog).
(dark).
(doctor).
(duck).
10. We sleep at night, and we stay awake during the

Teacher Modeling
(door).
(day).
20 minutes
5 minutes
Tell students you are going to show them how to draw a picture of the /d/
sound.
Draw a large lowercase d on the board and describe what you are doing
2. long line down
Remember: Try to avoid using the letter name dee during this activity.
Instead, say the sound /d/.
Note: At this point, you can place the Sound Posters for /m/, /a/, /t/,
and /d/ and the Sound Cards for m, a, t, and d in the classroom
where students can see them. Explain that the posters show sounds and
spellings students have learned.
Unit 3 | Lesson 4
27
15 minutes
drawing pictures of the /d/ sound.
row first; write the letters, using the black dots as starting points. Say the
sound as you finish each letter.
Worksheet 4.1
write a d under the picture if the depicted item begins with the /d/ sound.
Model each step so students can follow along (dinosaur, duck, glasses, bird,
doll, dog).
Chaining
20 minutes
Tell students you are going to arrange the pictures to make a word.
Move the d, a, and d cards to the center of your pocket chart to spell
dad.
m t d
Pocket Chart Setup
Remind students in order to read this word, they need to look at the pictures
of the sounds from left to right. As they look at the pictures, they need to
to make the word.
You may want to add words from Point to the first d and ask the class to say the sound. Repeat with the a
chains to your word wall.
and then the second d.
Note: If you think that students
are unfamiliar with a word,
please discuss its meaning.
Have students join you in blending the sounds: /d/ . . . /a/ . . . /d/: dad. (Make
Replace the first d card with the m card and say to the class, If that is
dad, what is this?

reading practice, you may select Complete the chaining.
exercises from those listed under
Read Two- and Three-Sound
1. dad > mad > mat > at > ad > dad > mad
Words and the activities in Unit
3, Section II of the Assessment
28
Unit 3 | Lesson 4
Take-Home Material
T-Chart Sort
Have students give Worksheets 4.2 and 4.3 to a family member.
1.
ad
2.
dad
3.
dam
4.
mad
5.
tad
Chains:
1.
mat > at > ad > tad > mad > dad
2.
at > mat > mad > dad > tad > ad
Song:
1.
Davids Dancing Dog (from Alphabet Jam CD)
Code Knowledge
The sound /d/ is the 6th most common sound in English.
The sound /d/ is found in approximately 26 percent of English words.
The sound /d/ is spelled d approximately 86 percent of the time.
The spelling alternatives dd as in rudder and ed as in played are
taught later in this grade.
English language.
Unit 3 | Lesson 4
29
Lesson 5
Review
Objectives

Segment a spoken word into phonemes

by producing a for /a/, m for /m/, t for /t/,
and d for /d/ (RF.K.1b)
Read and write one-syllable short /a/ CVC

words with the consonants m, d, and t

At a Glance
(RF.K.2d)
(RF.K.3b)
Trace and copy lowercase letters (L.K.1a)

Hold a writing utensil with the tripod (or
pincer) grip and form lowercase letters (L.K.1a)
Exercise
Warm-Up
Chaining
Reviewing the Spellings
Materials
Minutes
Oral Blending and

Sound Posters: /m/, /a/, /t/, and

/d/; Sound Cards: 1 (mat), 2 (mad),
3 (tag), 4 (dad); Large Cards for
m, t, d, a
10

Reading
pocket chart; cards for a, m (2),

t (2), d (2)
15

Spelling
pocket chart; cards for a, m (2),

t (2), d (2)
15

projection system
20
Connect It/Handwriting Practice
Advance Preparation
m t d
Pocket Chart Setup
30
Unit 3 | Lesson 5
If you have not already done so, you may place the Sound Posters for /m/,
/a/, /t/, and /d/ and the Sound Cards for m, a, t, and d in the classroom
where students can see them.
Warm-Up
10 minutes
Part A

Guide.
below.
(They are all vehicles or forms of transportation.)
1.
(3) /sh/ /i/ /p/ > ship
5.
(3) /k/ /a/ /b/ > cab
2.
(3) /v/ /a/ /n/ > van
6.
(3) /b/ /oe/ /t/ > boat
3.
(3) /j/ /e/ /t/ > jet
7.
(3) /b/ /ie/ /k/ > bike
4.
(2) /k/ /ar/ > car
8.
(3) /b/ /u/ /s/ > bus
Part B
Use the Large Cards listed in the At a Glance chart to review the sounds
taught in this unit.
As you review each Large Card and sound, introduce the corresponding
Sound Poster. Show students the Sound Poster for /m/, explaining that as
they learn new sounds and spellings this year in Kindergarten, new Sound
Posters will be displayed throughout the room.
At the top of the poster, point to the girl and the speech bubble that includes
a picture of the sound /m/. Explain that the speech bubble shows the girl is
saying a particular sound.
Ask students to produce the associated sound /m/.
Show students Sound Card 1 (mat), explaining this word is mat; point to the
red m, explaining this is the sound picture for /m/. Ask students to repeat
the word mat, calling attention to the initial sound /m/ represented by m.
Affix this card to the first box on the Sound Poster.
Tell students each time they learn a new way to spell or write a sound, you
will add a card to the Sound Poster. Point to the empty box next to Sound
Card 1 (mat) and explain this empty box means they will learn another way to
spell the /m/ sound, in addition to the sound picture m, later this year.
Introduce each of the Sound Posters and Sound Cards for /a/, /t/, and /d/
in a similar fashion. When introducing Sound Card 2 (mad), be sure to call
attention to the fact the /a/ sound is heard in the middle part of this word,
where it is represented by the red a.
Unit 3 | Lesson 5
31
Encourage students to refer to the posters if they forget how a particular

sound is written or which sound is associated with a particular sound picture.
Demonstrate how the key word on the Sound Card can be a useful reminder.
Chaining
30 minutes
15 minutes
Move the d, a, and d cards to the center of your pocket chart to spell
dad.
To read this word, remind students they need to look at the pictures of the
sounds from left to right. As they look at the pictures, they need to remember
the sounds the pictures stand for and blend the sounds together to make the
word.
m t d
Pocket Chart Setup
Point to the first d and ask the class to say the sound. Repeat with the a
and then the second d.
The sound /a/ sounds a

little different before /m/
(compare at and am). This is
because /m/ is a nasal sound
whereas /t/and most other
consonant soundsare not.
Some students may hesitate
when blending words like am
and dam.
activities in Unit 3, Section II
of the Assessment and
Remediation Guide.
Have students join you in blending the sounds: /d/ . . . /a/ . . . /d/: dad. (Make
sure students use the blending motions from the Warm-Up.)
Replace the first d card with the t card and say to the class, If that is dad,
what is this?
Ask a student to read the word (tad).
1.
dad > tad > mad > mat > at > ad > am
Pocket Chart Chaining for Spelling
15 minutes
Note: In this exercise you will use the pocket chart again, but this time you
will use it to teach spelling. Instead of moving from spellings to sounds,
students will be asked to move from sounds to spellings.
Use the same cards you used in the previous exercise.
Explain that you have been spelling words for students to read. Now you are
going to read some words for them to spell.
Explain that when we spell a word, we break the word up into sounds, then
we write a spelling for each sound in the word.
Say the word ad and break it into its two sounds: /a/ . . . /d/.
32
Unit 3 | Lesson 5
Repeat /a/ and ask students to find the spelling for /a/ on the pocket chart.
Reading and spelling are
inverse processes. Reading
involves turning the spellings
of a word into sounds and
blending them; spelling
involves segmenting a word
into its sounds and then
representing those sounds
with symbols or spellings.
The two pocket chart
exercises that are back to
back in this lesson practice
these processes.
Have a student identify the a card and place it in the middle pocket of the
chart.
As you segment the words,

in preparation for spelling
them, we encourage you to
use the segmenting gestures
outlined in the Warm-Up, or
the finger-tapping gestures
explained in the Appendix
to Unit 2.
Select a student to come to the pocket chart and replace the picture of /d/
with the picture of /t/.
Ask students to find the spelling for /d/ on the pocket chart.
Have a student identify the d card and place it in the middle pocket of the
chart.
Model reading the word to demonstrate a strategy to check for spelling
accuracy.
Congratulate students on spelling their first word.
Say to the class, If that is ad, who can show me at? /a/ . . . /t/. Call
students attention to the fact the ending sound is changed.
Complete the remaining words.

This is the first time students are asked to spell words, offer additional
scaffolding.
1.
ad > at > mat > mad > tad > dad > am
Reviewing the Spellings
20 minutes
Connect It/Handwriting Practice

Distribute and display Worksheet 5.1.
Ask students to read the first word.
Ask which of the pictures matches the word mad.
Worksheet 5.1
may select appropriate
Pausing Point exercises
from those addressing
handwriting and the
activities in Unit 3, Section III
Remediation Guide.
Have students draw a line from the word mad to the matching picture,
following your example.
Complete the remaining items.
Turn to the back of the worksheet. Work as a group, guiding students to
complete each item in the rows of letters as you model the writing process.
Trace the gray dotted letters in the row first; write the letters, using the black
dots as starting points. Say the sound as you finish each letter.
Unit 3 | Lesson 5
33
Lesson 6
Basic Code
Objectives


o for short vowel sound /o/ (L.K.2c)

pronouncing the sound /o/ (RF.K.3a)

pincer) grip and form the letter o (L.K.1a)

and d for /d/ (RF.K.1b)


of o for /o/ (RF.K.1b)
At a Glance
Exercise
Warm-Up
Trace and copy the lowercase letter o (L.K.1a)

Use spatial words, such as left, while
Materials
Minutes
Oral Blending and

Large Cards for m, t, d, a
10
Mirror, Mirror
10
10
Teacher Modeling
Chaining

Reading
Take-Home Material
Word Reading Practice
34
Unit 3 | Lesson 6

projection system
15
pocket chart; cards for a, o,

m (2), t (2), d (2)
15
Worksheet 6.2
Advance Preparation
a o
Use an index card to create one o card.

Position the cards for the following vowel spellings along the top of the
pocket chart: a, o.
m t d
Pocket Chart Setup
Warm-Up
10 minutes
Part A

Guide.
below.
(They are all numbers.)
1.
(2) /t/ /oo/ > two
5.
(2) /f/ /or/ > four
2.
(2) /ae/ /t/ > eight
6.
(3) /w/ /u/ /n/ > one
3.
(3) /f/ /ie/ /v/ > five
7.
(3) /th/ /r/ /ee/ > three
4.
(3) /n/ /ie/ /n/ > nine
8.
(3) /t/ /e/ /n/ > ten
Part B
10 minutes
Mirror, Mirror
Tell students the new sound is /o/.

Have students say the /o/ sound several times, stretching it out.
Ask students to repeat a number of words with the /o/ sound at the
beginning: odd, on, off, otter, ox.
Ask students to repeat a number of words with the /o/ sound in the middle:
hop, dock, dot, nod, mom.
Unit 3 | Lesson 6
35
Ask students to use the mirrors to watch the shape of their mouths as they
say some sounds.
Say the sound /o/ and ask students if their mouths are open or closed when
they say this sound (open).
Say the sound /a/; ask students if their mouths are open or closed when they
say this sound (open).
Explain that sounds made with a wide-open mouth are called vowel sounds.
/o/ and /a/ are both vowel sounds.
Have students compare these two vowel sounds by alternating between
them: /a/ . . . /o/ . . . /a/ . . . /o/.
Ask students which sound is made with the wider mouth opening (/o/).
Ask students what their mouths are doing as they move from /a/ to /o/. (The
jaw drops lower to make the /o/ sound.)
Explain that vowel sounds can be stretched out when you sing them.
Tell students you are going to sing a song without some of the sounds in
each word and you want them to guess the name of the song.
Sing Happy Birthday with only the vowel sounds and ask students to
identify the song: /a/, /ee/, /er/, /ae/, /oo/, /oo/, /a/, /ee/, /er/, /ae/,
/oo/, /oo/.
Say several students names with the vowel sounds stretched out. For
example, the name Sally can be said: S-aaaa-ll-eeeee!
Tell students every word has at least one vowel sound. Some words have
more than one vowel sound, but all words have at least one vowel sound.
Ask students to recall some of the facts they have learned about vowel sounds:
Vowel sounds are made with the mouth open.
Vowel sounds are the parts of words you stretch out when you sing.
Vowel sounds are the sounds which may be stretched out when saying a
name or word.
Every word has a vowel sound.
36
Unit 3 | Lesson 6
25 minutes
Teacher Modeling
10 minutes
Tell students you are going to show them how to draw a picture of the /o/
sound.

Remember to put up the
Sound Poster for /o/ and the
Sound Card for o.
Draw a large lowercase o on the board and describe what you are doing
using the phrase on the left. Repeat several times, using the phrase or
counting off the stroke as you create the letter.
Remember: Try to avoid using the letter name oh during this activity.
Instead, say the sound /o/.
15 minutes

Tell students everyone will practice drawing pictures of the /o/ sound.
Worksheet 6.1

row first; write the letters, using the black dots as starting points. Say the
sound as you finish each letter.
picture and write an o under the picture if the depicted item begins with
the /o/ sound. Model each step as students follow along (octopus, leaf, cat,
ostrich, otter, cow).
Chaining
15 minutes
a o
Note: After asking students to chain some real words, you will ask them to
chain some silly words.
m t d
Pocket Chart Setup
Move the m, o, and m cards to the center of your pocket chart to spell
mom.
In order to read this word, remind students they need to look at the pictures
to make the word.
Unit 3 | Lesson 6
37
Why read nonsense words?

1. This is a pure test of
decoding ability, since
students cannot recognize
the word as a whole. 2.
Studies have shown the
ability to read nonsense
words is among the most
accurate indicators of
reading proficiency. 3. Most
kids think its fun to read
silly words.
Point to the first m and ask the class to say the sound. Repeat with the o
and the second m.
Have students join you in blending the sounds: /m/ . . . /o/ . . . /m/: mom.
(Make sure students use the blending motions you used in the Warm-Up.)
Replace the first m card with the t card and say to the class, If that is
mom, what is this?
Ask a student to read the word (tom).
Complete the remaining words in the first chain.
Tell students you are going to arrange the cards to make some silly words.
Explain that silly words are words that are not real, but they can be blended
just like real words.

Remediation Guide.
Complete the second chain.

1.
mom > tom > tot > dot
2.
dod > dom > om > ot > mot
Take-Home Material
Word Reading Practice
Have students give Worksheet 6.2 to a family member.
38
Unit 3 | Lesson 6
1.
dot
2.
mom
3.
tot
Real word chain:

1.
mat > mad > ad > dad > tad
Silly word chain:

1.
mot > ot > om > dom > dod
Song:
1.
Ozzie the Optimistic Ostrich (from Alphabet Jam CD)
Code Knowledge
The sound /o/ is the 20th most common sound in English.
The sound /o/ is found in approximately 13 percent of English words.
The sound /o/ is spelled o approximately 76 percent of the time.
The spelling alternative a as in father and watch is taught in a later
grade.
o is a tricky spelling; it can be pronounced /o/ as in hot, /oe/ as in
noble, or /u/ as in mother. In CKLA Kindergarten materials, however, o
is always sounded /o/.
English language.
Unit 3 | Lesson 6
39
Lesson 7
Basic Code
Objectives

pronouncing the sounds /m/, /t/, /d/, and /k/
(RF.K.3a)

by drawing a picture of c for /k/ in the air

d for /d/, and o for /o/ (RF.K.1b)

pincer) grip and form the letter c (L.K.1a)

initial /k/ as answers (RF.K.2d)
Use spatial words, such as left, while

Recognize, isolate, and write c for

consonant sound /k/ (L.K.2c)
Trace and copy the lowercase letter c (L.K.1a)

At a Glance
Exercise
Warm-Up
Oral Blending and

Materials
Minutes
Large Cards for m, t, d, a,

o; Sound Poster for /o/;
Sound Card 5 (mom)
10
10
10
Consonant Sounds
Teacher Modeling
Chaining

Reading
Take-Home Material
T-Chart Sort
40
Unit 3 | Lesson 7

projection system
15

m (2), t (2), d (2), c
10
Worksheets 7.2, 7.3
Advance Preparation
a o
Use an index card to create one c card.

pocket chart: a, o.
m t d c
the pocket chart: m (2), t (2), d (2), c.
Pocket Chart Setup
Warm-Up
10 minutes
Part A

Guide.
below.
(They are all names for girls.)
1.
(2) /a/ /n/ > Ann
6.
(3) /j/ /ae/ /n/ > Jane
2.
(3) /l/ /i/ /z/ > Liz
7.
(3) /j/ /oe/ /n/ > Joan
3.
(3) /m/ /e/ /g/ > Meg
8.
(3) /k/ /ae/ /t/ > Kate
4.
(3) /j/ /e/ /n/ > Jen
9.
(3) /j/ /e/ /s/ > Jess
5.
(3) /p/ /a/ /m/ > Pam
10. (3) /b/ /e/ /th/ > Beth
Part B
Introduce the Sound Poster for /o/ and Sound Card 5 (mom) as described in
Lesson 5.
Unit 3 | Lesson 7
41

20 minutes
10 minutes
Tell students the new sound is /k/.

Have students say the /k/ sound several times.

Ask students to repeat a number of words having the /k/ sound at the
beginning: cat, kite, kit, cold, car.
Ask students to repeat a number of words having the /k/ sound at the end:
back, kick, bake, poke, snake.
Tell students you are thinking of something beginning with the /k/ sound. You
want them to guess what it is, but first you will give them a hint.
Read the first hint and have students guess the answer.
If needed, read the second hint.
Complete the riddles.
1.
Im thinking of something with four wheels.

A grown-up has to drive this. (car)
2.
Im thinking of a small animal with four legs, whiskers, and a tail.

This animal says, Meow! (cat)
3.
Im thinking of a yellow vegetable.

Sometimes you eat this on the cob. (corn)
4.
Im thinking of a dessert.
On birthdays, there are often candles on this. (cake)
5.
Im thinking of something you wear outside when it gets cold.

You wear this over your other clothes. It keeps you warm! (coat)
6.
Im thinking of the opposite of hot.

Im thinking of the temperature of snow and ice. (cold)
Consonant Sounds
10 minutes
Distribute one small mirror to each student.

Remind students of the vowel sounds they have learned (/a/ and /o/) and
recall what they have learned about them:
Vowel sounds are made with the mouth open.
Vowel sounds are the parts of words you stretch out when you sing.
Vowel sounds are the sounds you may stretch out when saying a name
or word.
Every word has at least one vowel sound.
42
Unit 3 | Lesson 7
Tell students today they are going to learn about a different kind of sound
consonant sounds.
Have students say the sounds /m/, /t/, /d/, and /k/. Explain that these are all
consonant sounds.
Explain that when we make consonant sounds, parts of our mouths touch
together and the flow of air coming out of our mouths slows down or stops
altogether, even if it is only for a split second.
For /m/, the lips are pressed together and the mouth is completely
closed. Have students say /m/, and ask if they can feel their lips
touching together.
For /d/ and /t/, the tongue touches the top of the mouth, just behind the
teeth. Have students say /t/ and /d/, ask if they can feel their tongues
tapping behind their teeth.
For /k/, the back of the tongue touches the roof of the mouth. Have
students say /k/, ask if they can feel their tongue tapping behind their
teeth as they did when saying /d/ and /t/.
Explain that some consonant soundslike /m/can be stretched out like
vowels, but others cannot be stretched. Have students try to stretch /t/, /d/,
and /k/.
Sing Happy Birthday again, this time sounding only the consonants:
/h/ . . . /p/ . . . /b/ . . . /th/ . . . /d/ . . . /t/ . . . /y/ . . . /h/ . . . /p/ . . . /b/ . . . /th/ . . . /d/ . . .
/t/ . . . /y/.
Note: The point of this exercise is to show how hard it is to pronounce
consonant sounds in isolation.
The word consonant means
sounded with. Many
consonant sounds need to be
sounded with vowels to be
heard distinctly.
Ask students if they had trouble hearing the consonants.

Explain that many consonant sounds are very hard to hear when they are
sounded alone because many of them are so quick and short. They are easier
to hear when they are sounded with vowel sounds. Tell students every word
must have a vowel sound but there are words that do not have a consonant
sound, e.g., a, I. Most words have both vowel and consonant sounds.
Unit 3 | Lesson 7
43

Teacher Modeling
20 minutes
5 minutes
Tell students you are going to show them how to draw a picture of the /k/
sound.
Draw a large lowercase c on the board and describe what you are doing
using the phrase on the left. Repeat several times, using the phrase or
counting off the stroke as you create the letter.
Start just below the dotted

line.
1. most of a circle to the left

Sound Poster for /k/ and the
Sound Card for c. Note that
c is the phoneme identifier
on the poster for /k/ since c is
taught first.
Remember: Try to avoid using the letter name see during this activity.
Instead, say the sound /k/.
15 minutes
drawing pictures of the /k/ sound.
Worksheet 7.1
write a c under the picture if the depicted item begins with the /k/ sound.
Model each step so students can follow along (crayon, cat, elephant, cow,
cup, guitar).
Chaining
10 minutes
a o
Move the a and t cards to the center of your pocket chart to spell at.
m t d c
Pocket Chart Setup
to make the word.
Point to the a and ask the class to say the sound. Repeat with the t.
Have students join you in blending the sounds: /a/ . . . /t/: at. (Make sure
students use the blending motions from the Warm-Up.)
Add the m card to the beginning of at and say to the class, If that is at,
what is this?
44
Unit 3 | Lesson 7

Remediation Guide.
Ask a student to read the word (mat).

1.
at > mat > cat > cot > dot > tot
2.
cod > cot > cat > mat > mad > dad
Take-Home Material
T-Chart Sort
**VCC words may be
challenging for some
students at this point.

1.
cat
4.
cam
2.
cod
5.
cot
3.
doc
6.
act**
Chain:
1.
ad > at > cat > cot > tot > dot
Song:
1.
Catherine Calico (from Alphabet Jam CD)
Unit 3 | Lesson 7
45
Code Knowledge
The sound /k/ is the 13th most common sound in English.
The sound /k/ is found in approximately 24 percent of English words.
The sound /k/ is spelled c approximately 64 percent of the time.
The spelling alternatives k as in kit, cc as in soccer, and ck as in
duck are taught later in this grade.
The spelling alternative ch as in school is taught in a later grade.
c is a tricky spelling; it can stand for /k/ (sometimes called hard c)
or /s/ (sometimes called soft c). In CKLA Kindergarten materials,
however, c is always sounded /k/.
English language.
46
Unit 3 | Lesson 7
Lesson 8
Basic Code
Objectives

Recognize, isolate, and write g for

consonant sound /g/ (L.K.2c)

d for /d/, o for /o/, and c for /k/ (RF.K.1b)

pincer) grip and form the letter g (L.K.1a)

initial /g/ as answers (RF.K.2d)
Identify whether the pair of phonemes, /g/
and /k/ are the same or different (RF.K.2d)
Read, spell, and/or write chains of onesyllable short vowel words in which one
sound is added, substituted, or omitted
(RF.K.3b)
Trace and copy the lowercase letter g (L.K.1a)

Use spatial words, such as left and bottom,

by drawing a picture of g for /g/ in the air
At a Glance
Exercise
Warm-Up
Oral Blending and


Chaining
Materials
Minutes
Large Cards for m, t, d, c,

a, o;
Sound Poster for /k/;
Sound Card 6 (cat)
10
10
Minimal Pairs
10
Teacher Modeling

Reading

projection system
15

m (2), t (2), d (2), c, g (2)
10
Unit 3 | Lesson 8
47
Advance Preparation
Use index cards to create 2 g cards.
a o

pocket chart: a, o.
the pocket chart: m (2), t (2), d (2), c, g (2).
m t d c
g
Pocket Chart Setup
Warm-Up
10 minutes
Part A
below.

Guide.
(They are all names for boys.)
1.
(3) /m/ /ie/ /k/ > Mike
6.
(3) /b/ /i/ /l/ > Bill
2.
(3) /m/ /a/ /t/ > Matt
7.
(3) /d/ /a/ /n/ > Dan
3.
(3) /s/ /a/ /m/ > Sam
8.
(3) /c/ /a/ /l/ > Cal
4.
(3) /j/ /e/ /f/ > Jeff
9.
(3) /d/ /ae/ /v/ > Dave
5.
(3) /t/ /i/ /m/ > Tim
10. (3) /t/ /o/ /m/ > Tom
Part B
Introduce the Sound Poster for /k/ and Sound Card 6 (cat) as described in
Lesson 5.
48
Unit 3 | Lesson 8

20 minutes
10 minutes
Tell students the new sound is /g/.

Have students say the /g/ sound several times.
Ask students to repeat a number of words having the /g/ sound at the
beginning: go, give, get, goat, girl.
Ask students to repeat a number of words having the /g/ sound at the end:
big, hug, rag, leg, log.
Ask students if they can tell whether /g/ is a vowel sound or a consonant
sound. (It is a consonant sound.)
Review the difference between vowel sounds and consonant sounds.
Tell students you are going to say some riddles, and each has an answer
beginning with the /g/ sound.
1.
Im thinking of someone in your family who is your moms mom or

your dads mom. (grandma)
2.
Im thinking of the material windows are made of. This is very hard
and smooth, and it is usually clear. Dont break it! (glass)
3.
Im thinking of a color. Grass, leaves, and some apples are this color.
(green)
4.
Im thinking of something you can chew but youre not supposed to

swallow. You can use it to blow bubbles! (gum)
5.
Im thinking of a kind of plant growing in many yards. You have to

mow it. (grass)
6.
Im thinking of the opposite of bad. (good)
7.
Im thinking of a kind of white, sticky substance you use to hold things

together. Its really sticky, and when it dries, it becomes hard. (glue)
8.
Im thinking of a bird similar to a duck. It has a long neck and big

webbed feet. It says HONK! (goose)
Minimal Pairs
10 minutes
Explain to students that it can be difficult to tell the difference between the /g/
sound and the /k/ sound.
Tell students you are going to say two words. The words will be very similar,
but one word will begin with the /g/ sound and the other word will begin with
the /k/ sound.
Have students close their eyes and listen as you say the first word pair.
Ask students which word begins with the /g/ sound.
Unit 3 | Lesson 8
49
Have students repeat both words to hear and feel the difference in
articulation.

Guide.
Complete the remaining pairs.

1.
capgap
6.
gaugecage
2.
goldcold
7.
comegum
3.
couldgood
8.
coalgoal
4.
cavegave
9.
goatcoat
5.
grabcrab
10. cladglad

Teacher Modeling
20 minutes
5 minutes
Note: In Kindergarten, teach students the lowercase g, generally used

in handwriting and early reading materials. The uppercase G will be
introduced later.
Tell students you are going to show them how to draw a picture of the /g/
sound.

2. fish hook ending below
bottom line
Draw a large lowercase g on the board and describe what you are doing

Sound Poster for /g/ and the
Sound Card for g.
Remember: Try to avoid using the letter name jee during this activity.
Instead, say the sound /g/.
15 minutes
drawing pictures of the /g/ sound.
Worksheet 8.1

write a g under the picture if the depicted item begins with the /g/ sound.
Model each step so students can follow along (gate, zebra, ice cream, girl,
glasses, gloves).
50
Unit 3 | Lesson 8
Chaining
10 minutes
a o
Move the t, a, and g cards to the center of your pocket chart to spell tag.
m t d c
g
Pocket Chart Setup
Remediation Guide.
to make the word.
Point to the t and ask the class to say the sound. Repeat with the a and
then the g.
Have students join you in blending the sounds: /t/ . . . /a/ . . . /g/: tag. (Make
Replace the g card with the d card and say to the class, If that is tag, what
is this?
Ask a student to read the word (tad).
1.
tag > tad > dad > mad > mat
2.
cot > got > tot > dot > dog
asterisk.

1.
dog*
2.
got*
3.
tag
4.
cog
5.
gag
Real word chain:

1.
tag > tad > dad > ad > at > cat > cot > got
Unit 3 | Lesson 8
51
Silly word chain:

1.
dag > cag > ag > og > om > com > dom > gom
Song:
1.
Gary Gipponary (from Alphabet Jam CD)
Code Knowledge
The sound /g/ is the 31st most common sound in English.
The sound /g/ is found in approximately 7 percent of English words.
The sound /g/ is spelled g approximately 87 percent of the time.
The spelling alternative gg as in egg is taught later in this grade.
The spelling alternatives gu as in guess, gh as in ghost, and gue as
in dialogue are rare.
g is a tricky spelling; it can stand for /g/ (sometimes called hard g)
or /j/ (sometimes called soft g). In CKLA Kindergarten materials,
however, g is always sounded /g/.
English language.
52
Unit 3 | Lesson 8
Lesson 9
Basic Code
Objectives


i for short vowel sound /i/ (L.K.2c)
Demonstrate understanding that a systematic,

predictable relationship exists between
written letters and spoken sounds by
producing a for /a/, m for /m/, t for /t/, d for
/d/, c for /k/, o for /o/, and g for /g/ (RF.K.1b)

pincer) grip and form the letter i (L.K.1a)
Identify whether the pair of phonemes /i/

and /a/ are the same or different (RF.K.2d)
Trace and copy the lowercase letter i (L.K.1a)

of i for /i/ (RF.K.1b)

Use spatial words, such as down and top,
At a Glance
Exercise
Warm-Up
Oral Blending and

Minimal Pairs
15
Teacher Modeling
10
Chaining

Reading
Take-Home Material
Spelling Worksheet
Materials
Minutes
Large Cards for m, t, d, c,

g, a, o;
Sound Poster for /g/; Sound
Card 7 (dog)

projection system
15
pocket chart; cards for i, a, o,

m (2), t (2), d (2), c, g (2)
15
Worksheet 9.2
Unit 3 | Lesson 9
53
Advance Preparation
i a o
Use an index card to make one i card.

pocket chart: i, a, o.
m t d c
g
Pocket Chart Setup
Warm-Up
5 minutes
If students need additional Part A

Teach this Warm-Up as you did in previous lessons using the words listed below.
(They are all tools we use when eating and drinking.)
1. (3) /m/ /u/ /g/ > mug
5. (3) /p/ /a/ /n/ > pan
Guide.
2. (3) /f/ /or/ /k/ > fork
6. (3) /p/ /o/ /t/ > pot
3.
(3) /k/ /u/ /p/ > cup
7.
(3) /d/ /i/ /sh/ > dish
4.
(3) /n/ /ie/ /f/ > knife
8.
(3) /b/ /oe/ /l/ > bowl
Part B
Introduce the Sound Poster for /g/ and Sound Card 7 (dog) as described
in earlier lessons. Be sure to point out that the /g/ sound occurs in the final
position in the key word, dog.
54
Unit 3 | Lesson 9
15 minutes
Minimal Pairs
in this unit, you may use any
of the Pausing Point exercises
listed under Recognize and
Isolate the Sounds Taught in
Unit 3 the activities in Unit 3,
practice differentiating
vowel sounds, you may use
the Pausing Point exercise
T-Charts and the activities
Guide.
Tell students the new sound is /i/.

Have students say the /i/ sound several times.
Ask students to repeat a number of words having the /i/ sound at the
beginning: it, is, in, if, icky.
Ask students to repeat a number of words having the /i/ sound in the middle:
big, hit, thick, mitt, sick.
Ask students if /i/ is a vowel sound or a consonant sound (it is a vowel sound).
Explain to students that it can be difficult to tell the difference between the /i/
sound and other vowel sounds like /a/.
Have students put their hands under their jaws and say the two sounds
several times: /i/ . . . /a/ . . . /i/ . . . /a/.
Point out that the jaw drops from the /i/ sound to the /a/ so the mouth can
open wider.
Tell students you are going to say two words. The words will be very similar, but
one word will contain the /i/ sound and the other word will contain the /a/ sound.
Have students close their eyes and listen as you say the first word pair.
Ask students which word contains the /i/ sound.
Have students repeat both words to hear and feel the difference in
articulation.
Complete the remaining pairs, pointing out to students that in some words
they will hear the /a/ or /i/ in the middle, not the beginning, of a word.
1.
itat
6.
hithat
2.
anin
7.
sangsing
3.
fatfit
8.
dashdish
4.
limplamp
9.
finfan
5.
catkit
10. tiptap
Have students put their hands under their jaws and say the following sounds
several times: /i/ . . . /a/ . . . /o/. Point out that the jaw drops from /i/ to /a/ to
/o/ so the mouth can open wider.
Say the following sets of real and silly words containing the vowel sounds /i/,
/a/, and /o/ and ask students which word contains the /i/ sound.
Unit 3 | Lesson 9
55
1.
batbitbot
6.
sitsatsot
2.
lamplomplimp
7.
itatot
3.
catkitcot
8.
liplaplop
4.
fitfatfot
9.
hiphaphop
5.
matmotmitt
10. pitpatpot

Teacher Modeling
25 minutes
10 minutes
Tell students you are going to show them how to draw a picture of the /i/
sound.
Draw a large lowercase i on the board and describe what you are doing
Start on the dotted line.

1. short line down
(lift)
2. dot on top

Sound Poster for /i/ and the
Sound Card for i.
Remember: Try to avoid using the letter name eye during this activity.
Instead, say the sound /i/.
15 minutes
drawing pictures of the /i/ sound.
Worksheet 9.1

At the bottom of the page, show students how to read and trace the word
did; have students trace and write the word using the black dots to start each
letter. Remind students English is written from left to right. (You may wish to
draw an arrow to indicate directionality.)
write an i under the picture if the depicted item begins with the /i/ sound.
Model each step so students can follow along (insect, frog, shoes, ink, igloo,
Indian).
56
Unit 3 | Lesson 9
Chaining
15 minutes
i a o
Move the d, i, and g cards to the center of your pocket chart to spell dig.
to make the word.
m t d c
g
Pocket Chart Setup
exercises listed under Read
Two- and Three-Sound Words
Section II of the Assessment and
Remediation Guide.
Point to the d and ask the class what sound it stands for. Repeat with the i
and then the g.
Have students join you in blending the sounds: /d/ . . . /i/ . . . /g/: dig. (Make
Replace the d card with the g card and say to the class, If that is dig, what
is this?
Ask a student to read the word (gig).
1.
dig > gig > gag > tag > tad > mad > dad > did > dim
2.
it > at > cat > mat > mad > dad > did > dig > dog
Take-Home Material
Spelling Worksheet
asterisk.

1.
did*
5.
mid
2.
dig
6.
Tim
3.
dim
7.
gig
4.
it*
8.
tic
Unit 3 | Lesson 9
57
Real word chain:

1.
it > at > mat > mad > mid > did > dig > gig
Silly word chain:

1.
gim > mim > mit > git > dit > dat > gat > gad
Song:
1.
Itchy Itchy Chicken Bone (from Alphabet Jam CD)
Code Knowledge
The sound /i/ is the 4th most common sound in English.
The sound /i/ is found in approximately 29 percent of English words.
The sound /i/ is spelled i approximately 94 percent of the time.
The spelling alternative y as in gym is taught later in the program; the
spelling alternative ui as in build is rare.
i is a tricky spelling; it can stand for /i/ as in hit, /ie/ as in tiny, or /ee/ as in
radio. In CKLA Kindergarten materials, however, i is always sounded /i/.
English language.
58
Unit 3 | Lesson 9
Lesson 10
Review
Objectives

d for /d/, c for /k/, o for /o/, g for /g/, and i
for /i/ (RF.K.1b)
At a Glance
Exercise
Warm-Up
Oral Blending and

Chaining
Take-Home Material
Indicate whether the target phonemes /i/

and /a/ are present in the medial position of a
spoken word (RF.K.2d)
Trace letters of the alphabet accurately in
lowercase form (L.K.1a)
Hold a writing utensil with a tripod (or pincer)
grip (L.K.1a
Materials
Minutes
Large Cards for m, t, d, c, g,

i, a, o
Sound Poster for /i/; Sound Card
8 (dig)

Reading

m (2), t (2), d (2), c, g (2)
15

Spelling

m (2), t (2), d (2), c, g (2)
15
Worksheets 10.1, 10.2
15
crayons or colored pencils;

Worksheet 10.3; projection
system
10
Worksheet 10.4
Practice
Segment a spoken word into phonemes (RF.K.2d)
Rainbow Letters
Connect It
Unit 3 | Lesson 10
59
Advance Preparation
i a o

the pocket chart: m (2), t (2), d (2), c, and g (2).
m t d c
g
Pocket Chart Setup
Warm-Up
5 minutes
Part A
Teach this Warm-Up as in previous lessons using the words listed below.

Guide.
(They are associated with the sea.)
1.
(2) /ee/ /l/ > eel
5.
(3) /sh/ /ar/ /k/ > shark
2.
(3) /f/ /i/ /sh/ > fish
6.
(3) /sh/ /e/ /l/ > shell
3.
(3) /w/ /ae/ /l/ > whale
7.
(3) /w/ /ae/ /v/ > wave
4.
(3) /r/ /ee/ /f/ > reef
8.
(3) /sh/ /i/ /p/ > ship
Part B
Introduce the Sound Poster for /i/ and Sound Card 8 (dig), as described in earlier
lessons. Be sure to point out that /i/ sound in dig occurs in the medial position.
Chaining
i a o
30 minutes
15 minutes
Move the i and t cards to the center of your pocket chart to spell it.
m t d c
g
Pocket Chart Setup
60
to make the word.
Unit 3 | Lesson 10
Reading and spelling are

inverse processes. Reading
involves turning the spelling
of a word into sounds and
blending them; spelling
involves segmenting a word
into its sounds and representing
those sounds with symbols or
spellings. The two pocket chart
exercises that are back to back
in this lesson practice these
processes.
Point to the i and ask the class to say the sound. Repeat with the t.
Have students join you in blending the sounds: /i/ . . . /t/: it. (Make sure
students use the blending motions from the Warm-Up.)
Replace the i card with the a card and say to the class, If that is it, what is
this?
1.
it > at > mat > cat > cot > dot
2.
gag > tag > tad > dad > did > dig

Two- and Three-Sound Words

practice spelling words with
cards, you may use any of the
Pausing Point exercises listed
under Spell Two- and ThreeSound Words with Cards
15 minutes

Explain to students you have been spelling words for them to read. Now you
are going to read some words for them to spell.
In order to spell a word, tell students to break the word up into sounds, then
write a spelling for each sound in the word.
Say the word at and break it into its two sounds: /a/ . . . /t/.
Have a student identify the a card and place it in the middle pocket of the chart.
Ask students to find the spelling for /t/ on the pocket chart.
Have a student identify the t card and place it in the middle pocket of the chart.
Demonstrate a strategy to check for spelling accuracy by reading the word.
Say to students, If that is at, who can show me mat? /m/ . . . /a/ . . . /t/.
Point out to students the new word has an extra sound at the beginning.
Have a student come to the pocket chart and add the picture of /m/.
1.
at > mat > mad > mid > did > dad
2.
dog > dot > got > tot > cot > cat
Unit 3 | Lesson 10
61
Practice
25 minutes
15 minutes
Distribute Worksheets 10.1 and 10.2.

Explain to students one worksheet has a picture of the /i/ sound and the
other has a picture of the /a/ sound.
Ask students to show you the picture of /i/ when you say the /i/ sound and
the picture of /a/ when you say the /a/ sound.
Practice this several times.

practice differentiating
vowel sounds, you may use
the Pausing Point exercise
T-Charts and the activities
Guide.
Next, tell students you will be reading some three-sound words containing
only one vowel sound. The vowel sound will always be the middle sound and
it will always be either /i/ or /a/.
Tell students to hold up the picture of /i/ when you say a word containing the /i/
sound and the picture of /a/ when you say a word that contains the /a/ sound.
Note: If students are having trouble hearing a words middle sound, say the
word in a segmented fashion: /b/ . . . /i/ . . . /g/. Then repeat the word in its
blended form: big.
1.
big
5.
kick
9.
2.
cat
6.
hip
10. jam
3.
bag
7.
sit
11. can
4.
pat
8.
rat
12. lip
dig
Rainbow Letters
10 minutes
Distribute and display Worksheet 10.3 and crayons or colored pencils.

Show students how to trace the letter m, pointing out the starting dot and
explaining the need to stay between the lines. Trace the m several times,
using a different color each time.
Have students follow along on their worksheets.
Worksheet 10.3
Continue demonstrating (providing guided practice) until students are ready

to work independently.
Take-Home Material
Connect It
62
Unit 3 | Lesson 10
Lesson 11
Review
Student Performance
Task Assessment
Objectives
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart in for

d for /d/, c for /k/, o for /o/, g for /g/, and
i for /i (RF.K.1b)
At a Glance
Exercise
Warm-Up

Read and write one-syllable short vowel
CVC words by labeling pictures using the
spellings taught in Unit 3 (RF.K.3b)
Read one-syllable short vowel CVC words by
playing a large motor game (RF.K.3b)
Materials
Minutes
Oral Blending and


i, a, o

Reading

m (2), t (2), d (2), c, g (2)
15

Spelling

m (2), t (2), d (2), c, g (2)
15

projection system
10
Spelling Hopscotch
marker; paper
15
Student Performance
Task Assessment
Reading Assessment
Part One: Worksheet 11.3;

crayons or pencils;
Part Two: Worksheet 11.2; copy
of word cards from this lesson
Take-Home Material
Practice Pack
Worksheet 11.4
Chaining
Practice
Label the Picture
Unit 3 | Lesson 11
63
Advance Preparation
i a o
the pocket chart: m (2), t (2), d (2), c, and g (2).
m t d c
g
Write the vowel spellings a, i, and o on circular sheets of paper. If

possible, laminate the paper. Write the consonant spellings m, t, d, c,
and g on oval or petal-shaped white sheets of paper. If possible, laminate
the paper.
Pocket Chart Setup
Note to Teacher
This lesson and the three following are devoted to review and assessment of
Unit 3. The assessment consists of Parts One and Two. Part One is a wholegroup activity required of all students. They will circle 10 words, one per row,
as you pronounce each one-syllable CVC word. After scoring Part One, you
will determine which students need to complete Part Two. In Part Two, meet
briefly with students individually to administer a 10-word reading assessment.
The estimated time for each child is two to four minutes.
Warm-Up
5 minutes
Part A

Guide.
(They are all farm animals.)
1.
(3) /sh/ /ee/ /p/ > sheep
5.
(3) /d/ /u/ /k/ > duck
2.
(2) /k/ /ow/ > cow
6.
(3) /h/ /or/ /s/ > horse
3.
(3) /h/ /e/ /n/ > hen
7.
(3) /g/ /oo/ /s/ > goose
4.
(3) /p/ /i/ /g/ > pig
8.
(3) /b/ /oo/ /l/ > bull
Part B
Encourage students to refer to the Sound P Posters if they forget either how
a particular sound is written or which spelling is associated with a particular
sound picture.
64
Unit 3 | Lesson 11
Chaining
30 minutes
i a o
15 minutes
Tell students you are going to arrange the cards to make a silly word. Remind
students a silly word is not a real word.
Move the t, i, and d cards to the center of your pocket chart to spell tid.
m t d c
g
Pocket Chart Setup
If the students need
additional reading practice,
you may use any of the
Remediation Guide.
Remind students in order to read this word, they need to look at the pictures
to make the word.
Point to the t and ask the class to say the sound. Repeat with the i and
then the d.
Have students join you in blending the sounds: /t/ . . . /i/ . . . /d/: tid. (Make
Remind the class that tid is a silly word.
Replace the t card with the g card and say to the class, If that is tid, what
is this?
1.
tid > gid > gad > gam > gom > com
2.
mot > ot > og > ig > mig > mog
15 minutes
As you segment the words, in

preparation for spelling them,
we encourage you to use the
segmenting gestures outlined
in the Warm-Up, or the finger
tapping gestures explained in
the Appendix to Unit 2.

cards, you may use any of
the Pausing Point exercises
listed under Spell Two- and
Three-Sound Words with
Cards and the activities
in Unit 3, Section II of the
Guide.
Ask students to find the spelling for /g/ on the pocket chart.
Explain that you want students to combine the letters to make silly words.
Say the silly word ag and break it into its two sounds: /a/ . . . /g/.
chart.
Have a student identify the g card and place it in the middle pocket of the
chart.
Model reading the silly word as a strategy to make sure you have spelled it
correctly.
Say to the class, If that is ag, who can show me cag? /k/ . . . /a/ . . . /g/.
Select a student to come to the pocket chart and add the c.
Unit 3 | Lesson 11
65

Since this is the first time students are asked to spell silly words, be prepared
to offer additional scaffolding.
1.
ag > cag > dag > dat > dit > git
2.
dod > dom > om > im > mim > mit
Practice
25 minutes
Label the Picture
10 minutes

Ask which of the first two pictures matches the word cat.
Have students write cat under the picture of the cat, following your example.
Worksheet 11.1

Spelling Hopscotch
15 minutes
Note: This game can be played in the classroom, in the gym, or on the
playground.
Using the vowel circles and consonant petals you made, arrange the
spellings on the floor in a flower pattern, with one of the vowel spellings in the
center and the consonant spellings around the outside, tape the pieces to the
floor.
Ask a student to spell a real word or silly word by starting on the outside,
hopping to the inside, and then hopping back to the outside. Have the
student say the sounds while hopping on the letters/t/ . . . /a/ . . . /g/and
then blend them to make the word or silly wordtag.
Ask the class whether the word is a real word or silly word.
Repeat with additional students.
After students have made a few words, switch in a new vowel spelling.
Note: As students spell words, point out that every word contains a vowel
sound and many words follow the consonant-vowel-consonant (CVC) pattern.
66
Unit 3 | Lesson 11
Reading Assessment
Part One
Distribute Worksheet 11.3 and crayons or pencils.
Display the front of Worksheet 11.3 in order to familiarize students with the
format. If you wish to provide an example, create one using words other than
those used in the assessment.
Worksheet 11.3
Describe the activity to students by telling them they will be asked to

circle one word in each row: the word you pronounce. Proceed with the
assessment.
1.
cat
2.
dog
3.
mat
4.
dot
5.
dig
Display the back of Worksheet 11.3 and continue.
6.
mom
7.
tag
8.
dad
9.
mad
10. cot
Analysis and Interpretation

Part One
Assign one point for each word circled correctly.
There are 10 three-letter words making a total score of 10 points possible
Interpret scores as follows:
910 pointsexcellent
8 pointsgood
7 pointsfair
6 points or lesspoor
Students scoring 7 or fewer points need to complete Part Two of the
assessment.
Unit 3 | Lesson 11
67
Part Two
This involves assessing students individually by having them read aloud ten
words printed on separate cards.
The words for the assessment are printed on the next to last page of this
lesson. Copy the page and cut out the words. Show the cards to the student
one at a time.
Worksheet 11.2
Use the individual record sheet on Worksheet 11.2 to record each word as
the student reads it. Scoring is based on one point assigned for every sound
in a word which is read correctly.
Interpret scores as follows:
26 or more pointsexcellent
2125 pointsgood
1520 pointsfair
Less than 15 pointspoor
Further analyze each students errors to determine whether there are one
or more individual letter-sound correspondences that are particularly
problematic. The subtotals for each sound-spelling at the bottom of the
record sheet should facilitate the identification of specific problem areas.
Also examine whether there are mispronunciations that occur more frequently
in a given position in words, e.g., does the student read the initial sound
correctly, but misread either the medial and/or final sound?
Finally, examine whether the student succeeded in reading words correctly
on the second attempt. If so, the student may be rushing and may benefit
from explicit instruction to slow down and look at each letter in a word
sequentially, left to right.
Students who score in the fairpoor range are at risk of experiencing
considerable difculty in Unit 4. If a number of students in the classroom
fall into this category, it is strongly recommended that you provide
substantial practice and remediation using the activities in the Pausing
Point and the Assessment and Remediation Guide. Students who do not
understand the concept of blending or who have not mastered the eight
letter-sound correspondences taught in Unit 3 will only fall further behind if
they move on to Unit 4 without remediation.
Take-Home Material
Practice Pack
68
Unit 3 | Lesson 11
cat mom
dog tag
mat dad
dot mad
dig cot
Unit 3 | Lesson 11
69
70
Unit 3 | Lesson 11
Student
Part One
Part Two
Notes
Class Record Sheet for Unit 3 Student Performance Task Assessment
Lesson 12
Review
Student Performance
Task Assessment
Objectives
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart in for

i for /i/ (RF.K.1b)

Demonstrate basic knowledge of one-to-one
letter-sound correspondences by playing a
large motor game using sounds taught to
date (RF.K.3a)

At a Glance
Warm-Up
Chaining
Practice
Exercise
Oral Blending and

Reading
Spelling
Label the Picture
Spelling Hopscotch
Student Performance
Task Assessment
Reading Assessment
Materials
Minutes

i, a, o

m (2), t (2), d (2), c, g (2)
10

m (2), t (2), d (2), c, g (2)
15

projection system
15
game pieces from Lesson 11
15
materials from Lesson 11
Unit 3 | Lesson 12
71
Advance Preparation
i a o
m t d c
g
Pocket Chart Setup
Warm-Up
5 minutes
Part A
Teach this Warm-Up as you did in previous lessons using the words listed below.

Guide.
(They all start with the sound /m/.)
1.
(3) /m/ /a/ /n/ > man
5.
(2) /m/ /ie/ > my
2.
(3) /m/ /o/ /m/ > mom
6.
(3) /m/ /u/ /g/ > mug
3.
(3) /m/ /i/ /s/ > miss
7.
(3) /m/ /o/ /p/ > mop
4.
(3) /m/ /oo/ /v/ > move
8.
(3) /m/ /a/ /d/ > mad
Part B
Chaining
25 minutes
i a o
10 minutes
Move the d, i, and m cards to the center of your pocket chart to spell dim.
m t d c
g
to make the word.
Pocket Chart Setup
72
Unit 3 | Lesson 12

Two- and Three-Sound
Words and the activities
in Unit 3, Section II of the
Guide.
Point to the d and ask the class to say the sound. Repeat with the i and
the m.
Have students join you in blending the sounds: /d/ . . . /i/ . . . /m/: dim. (Make
Replace the m card with the g card and say to the class, If that is dim,
what is this?
1.
dim > dig > did > dad > mad > mat
2.
got > dot > cot > cat > at > it

15 minutes

Explain to students you have been spelling words for them to read. Now you
are going to read some words for them to spell.
Remind students that, when spelling a word, we break the word up into
sounds, and write a spelling for each sound in the word.
Say the word at and break it into its two sounds: /a/ . . . /t/.
chart.
Ask students to find the spelling for /t/ on the pocket chart.
Have a student identify the t card and place it in the middle pocket of the
chart.
Model reading the word as a strategy to check for spelling accuracy.
Say to the class, If that is at, who can show me cat? /k/ . . . /a/ . . . /t/. Point
out the new word has an extra sound at the beginning.
Select a student to come to the pocket chart and add the picture of /k/.
1.
at > cat > cot > got > dot > dog
2.
tad > dad > mad > mid > did > dig
Unit 3 | Lesson 12
73
Practice
30 minutes
Label the Picture
15 minutes

Explain that doc is a short way to say doctor.
Ask which of the first two pictures matches the word doc.
Worksheet 12.1
Have students write doc under the picture of the doctor, following your
example.

handwriting practice,
you may use any of the
addressing handwriting
and the activities in
Unit 3, Section III of
the Assessment and
Remediation Guide.

Spelling Hopscotch
15 minutes
Note: This game can be played in the classroom, in the gym, or on the
playground.
Using the flower pieces from Lesson 11, arrange the spellings on the floor
in a flower pattern, with one of the vowel spellings in the center and the
consonant spellings around the outside. Tape the pieces to the floor.
Ask a student to spell a real word or silly word by starting on the outside,
hopping to the inside, and then hopping back to the outside. Have the
student say the sounds while hopping on the letters/t/ . . . /a/ . . . /g/and
then blend them to make a word or silly wordtag.
Ask whether the word is a real word or silly word.
Repeat with additional students.
After students have made a few words, switch in a new vowel spelling.
Note: As students spell words, point out that every word contains a vowel
sound and many words follow the consonant-vowel-consonant (CVC)
pattern.
Reading Assessment
Follow the procedures explained in Lesson 11.
74
Unit 3 | Lesson 12
Lesson 13
Review
Student Performance
Task Assessment
Objectives

i for /i/ (RF.K.1b)
Read and write one-syllable short vowel CVC

words by guessing the letters of words using
the spellings taught in Unit 3 (RF.K.3b)
words by circling the letters that spell the
word and match a picture cue (RF.K.3b)
date (RF.K.3a)
At a Glance
Exercise
Warm-Up
Oral Blending and

Word Building
Eraser Man
Circle Spelling
Practice
Stomp and Spell
Student Performance
Task Assessment
Take-Home Material
Reading Assessment
T-Chart Sort
Materials
Minutes

i, a, o
5
15

projection system
20
vowel and consonant papers
20
Advance Preparation
Write the vowel spellings a, i, and o and the consonant spellings m,
t, d, c, and g on sheets of paper for the Stomp and Spell activity. If
possible, laminate the paper.
Unit 3 | Lesson 13
75
Warm-Up
5 minutes
Part A

Guide.
(They all start with the sound /d/.)
1.
(3) /d/ /ie/ /m/ > dime
5.
(3) /d/ /u/ /k/ > duck
2.
(2) /d/ /ae/ > day
6.
(2) /d/ /or/ > door
3.
(3) /d/ /i/ /sh/ > dish
7.
(3) /d/ /ar/ /k/ > dark
4.
(3) /d/ /u/ /z/ > does
8.
(3) /d/ /i/ /g/ > dig
Part B
Use the Large Cards listed in the At a Glance Chart to review the sounds
Word Building
15 minutes
Eraser Man
Draw a stick figure on the chalkboard.
Tell the class you are thinking of a word with three sounds. Be sure to think of
a word with sounds the students have been taught and remind students they
may refer to the Sound Posters.
d o g
Write one box on the board for each spelling in the word. The height and
width of each box should approximate the height and width of the spelling it
represents, e.g., high-rising boxes for spellings that have ascenders and lowdipping boxes for spellings that have descenders.
Ask a student to guess a sound.
If the student guesses a sound in the word, fill in the corresponding box.
If the student guesses a sound that is not in the word, erase one of the stick
figures body parts.
Repeat until the stick figure has been completely erased (you win) or until the
boxes are filled in (the students win), whichever comes first.
Repeat with a second word, time permitting.
76
Unit 3 | Lesson 13
Practice
40 minutes
Circle Spelling
20 minutes

Point to the first picture and ask the class to identify it. (If necessary, tell the
class it is a cat.)
Ask the class for the first sound in cat.
Worksheet 13.1
If students need
additional handwriting
practice, you may use
any of the Pausing
Point exercises
addressing handwriting
and the activities in
Unit 3, Section III of
the Assessment and
Remediation Guide.
Ask the class which of the first two spellings is a picture of the /k/ sound.
Have the students circle the c, following your example.
Repeat for the remaining two sounds in cat.
Have students write cat on the line provided, following your example.
Stomp and Spell
20 minutes
Arrange the prepared vowel and consonant sheets of paper on the floor to
resemble the setup on a pocket chartvowel spellings on top, consonants
below. Secure the cards to the floor.
Choose a student to review the vowel spellings by stomping or tapping on
each one and calling out the appropriate sound.
Choose a second student to review the consonant spellings in the same
fashion.
Select a third student and call out the word it for the student to stompspell. The student should stomp or tap on each letter in the word to spell it.
Repeat with the words listed in the following box:
1.
it
5.
did
9.
2.
mat
6.
at
10. dot
3.
cot
7.
mad
11. cod
4.
tag
8.
got
12. dim
mom
Unit 3 | Lesson 13
77
Reading Assessment
Take-Home Material
T-Chart Sort
78
Unit 3 | Lesson 13
Lesson 14
Review
Student Performance
Task Assessment
Objectives

i for /i/ (RF.K.1b)
At a Glance
Exercise
Warm-Up
Practice
Student Performance
Task Assessment
Take-Home Material

words by circling the letters that spell the
word matching a picture cue (RF.K.3b)
date (RF.K.3a)
Materials
Minutes
Oral Blending and


i, a, o
Stomp and Spell
vowel and consonant cards from

Lesson 13
20
Label the Picture

projection system
15
Circle Spelling

projection system
20
Reading Assessment
Worksheet 14.3
Word Wheel
Unit 3 | Lesson 14
79
Warm-Up
5 minutes
Part A

Guide.
(They are all sounds that animals make.)
1.
(2) /m/ /oo/ > moo
5.
(2) /b/ /o/ > baa
2.
(2) /n/ /ae/ > neigh
6.
(3) /ch/ /er/ /p/ > chirp
3.
(3) /h/ /i/ /s/ > hiss
7.
(3) /b/ /u/ /z/ > buzz
4.
(2) /p/ /er/ > purr
8.
(3) /b/ /ar/ /k/ > bark
Part B
Practice
55 minutes
Stomp and Spell

20 minutes
Arrange the papers on the floor to resemble the setup of a pocket chart
vowel spellings on top, consonants below. Secure the cards to the floor.
Choose a student to review the vowel spellings by stomping or tapping on
each one and calling out the appropriate sound.
Choose a second student to review the consonant spellings in the same fashion.
Select a third student and call out the word got for the student to stomp
spell. The student should stomp or tap on each letter in the word to spell got.
Repeat with the words listed below.
80
Unit 3 | Lesson 14
1.
got
5.
mat
9.
2.
mad
6.
cat
10. dad
3.
tag
7.
dim
11. cod
4.
did
8.
dog
12. mom
cot
Label the Picture
15 minutes

Ask which of the first two pictures matches the word dad.
Have students write dad under the picture of the dad, following your
example.
Worksheet 14.1
Continue demonstrating (providing guided practice and naming all pictures)

until students are ready to work independently.
Note: Many students may need assistance identifying a cod and dam.
Circle Spelling
20 minutes

Point to the first picture and ask students to identify it. (If necessary, tell the
class it is a tag.)
Ask students for the first sound in tag.
Ask students which of the first two spellings is a picture of the /t/ sound.
Worksheet 14.2
may use any of the Pausing
Point exercises that address
handwriting.
Have students circle the t, following your example.

Repeat for the remaining two sounds in tag.
Have students write tag on the provided line, following your example.
Reading Assessment
Take-Home Material
Word Wheel
Unit 3 | Lesson 14
81
Unit 3 Pausing Point

With the conclusion of Unit 3, if a significant number of students are having
difficulty with any of the objectives, pause here and spend additional days
reviewing the material. You may have students complete any combination
of the exercises listed below, in any order. The exercises are listed under
the unit objectives they address. Procedures are not reprinted for exercises
included in the Unit 3 lessons. Instead, we simply list the lessons where
the exercises can be found. Exercises not included in the Unit 3 lessons,
however, have procedures printed here.
Note: This is one of the most important Pausing Points in this grade. If
students are having trouble blending (reading words), it would be wise
to pause for several days before introducing more sounds and spellings.
Focus on Pocket Chart Chaining for Reading if students are having
problems blending.
Pausing Point Topic Guide

Blend Two or Three Sounds to Form a Word
Oral Blending
Lessons 114
Blending Sounds
Page 84
Picture Card Blending
Page 84
Adding a Sound
Page 84
I Spy
Page 84
Mystery Pictures
Page 84
Mystery Bag
Page 84
Have You Ever?
Page 85
Cut Up Pictures
Page 85
Touch It!
Page 85
Clapping and Slapping Sounds
Page 86
Im Going on a Trip
Page 86
Relay Blending
Page 86
Nursery Rhyme Blending
Page 86
Name Blending
Page 87
Recognize and Isolate the Sounds Taught in Unit 3
82
Unit 3 | Pausing Point

Lesson 3, 7, 8; Page 87
Lesson 4; Page 88
Lessons 1, 2; Page 88
Sound Sprints
Page 88
Mirror, Mirror
Lessons 1, 2, 6; Page 89
T-Charts
Page 89
Simon Says Sounds
Page 89
Guess the Sound!
Page 90
Sound Search
Page 90
Differentiate Consonant and Vowel Sounds

Minimal Pairs
Lesson 10
T-Charts
Page 90
Read Two- and Three-Sound Words

Lessons 312; Page 90
Word Box
Page 91; Worksheet PP1
Label the Picture
No Ride for You!
Page 91
Real Word or Silly Word
Page 91
Word Reading Sprints
Page 92
Spell Two- and Three-Sound Words with Cards

Spelling Hopscotch
Lessons 11, 12
Stomp and Spell
Lessons 13, 14
Write the Spellings Learned in Unit 3

Play with Clay
Page 93
Handwriting Worksheets
Page 93; Worksheets PP3, PP4
Rough Around the Edges
Page 93
Write Two- and Three-Sound Words

Page 94; Worksheets PP5, PP6
Sort by First or Middle Sound
Page 94; Worksheets PP7-PP9
Circle Spelling

83
Blend Two or Three Sounds to Form a Word

Oral Blending
Look for other opportunities
during the school day to
segment words students
can blend. When calling on
Ben, ask for /b/ . . . /e/ . . .
/n/. When its time for gym,
say its time for /j/ . . . /i/ . . .
/m/, etc.
See Warm-Up exercises in Lessons 114.
Blending Sounds
See Lessons 2 and 3 of Unit 2.
1.
/i/ . . . /f/ > if
6.
/m/ . . . /ie/ > my
2.
/m/ . . . /ae/ > may
7.
/t/ . . . /oe/ > toe
3.
/sh/ . . . /ie/ > shy
8.
/l/ . . . /ie/ > lie
4.
/i/ . . . /z/ > is
9.
/h/ . . . /ee/ > he
5.
/s/ . . . /ee/ > see
10. /t/ . . . /oo/ > two
Picture Card Blending

See Lessons 37 of Unit 2.
Adding a Sound
I Spy
See Lesson 10 of Unit 2.
Mystery Pictures
Mystery Bag
You can add riddles to this
game. For example, say,
Im holding something you
can use to write. It sounds
like /p/ . . . /e/ . . . /n/. Be
careful not to overemphasize
the riddles. The point of this
exercise is to allow students
to practice blending.
Gather a number of objects and review their names with students before
placing them in a bag. Make sure the name of each object has no more than
three sounds.
Explain to students that you want them to guess what you have in the bag.
Reach into the bag and select one of the objects, but do not remove the
object from the bag.
Say the name of the object in a segmented fashion, e.g., /p/ . . . /e/ . . . /n/,
and ask students to blend the word.
Reveal the object once students have the blended word.
Repeat with the remaining objects.
84

Have You Ever?

Variation: Sing the following
verses to the tune of The
Wheels on the Bus.
The sounds in the word go
/d/ . . . /o/ . . . /g/,
/d/ . . . /o/ . . . /g/,
/d/ . . . /o/ . . . /g/,
The sounds in the word go
/d/ . . . /o/ . . . /g/,
Teach students the following verse to the tune of Have You Ever Seen a
Lassie?
Have you ever seen a /k/ . . . /a/ . . . /t/, /k/ . . . /a/ . . . /t/, /k/ . . . /a/ . . . /t/?
Have you ever seen a /k/ . . . /a/ . . . /t/?
What did you see?
Have the class answer the last line with the blended word (cat).
Repeat using three-sound words, e.g., dog, sh, moth, rose, etc.
Can you guess that word?
Cut Up Pictures
Note: This exercise allows students to physically manipulate the sounds
in a word by moving pieces of a picture of the word.
Gather pictures of objects having names containing only three sounds.
Cut each picture into three piecesthe first piece represents the first sound
in the name of the object, the second piece represents the second sound,
and the third piece represents the third sound.
Place the three pieces in order on an easel or the board, leaving space
between them.
Say the name of the picture in a segmented fashion, pointing to each piece
as you say the sound it represents.
Have students repeat the segmented word.
Move the pieces together as you say the blended word.
Have students repeat the blended word.
Repeat with several pictures.
Touch It!
Note: This exercise allows students to feel sounds by having them touch
different parts of their bodies for each sound in a word.
Say a three-sound word in a segmented fashion.
Have students say the first sound as they touch their shoulders, the second
sound as they touch their waists, and the third sound as they touch their
toes, e.g., /r/ (touch shoulders), /u/ (touch waist), /g/ (touch toes).
Have students stand up and thrust their arms in the air as they say the
blended word, e.g., RUG!
Repeat with several words.

85
Clapping and Slapping Sounds

Note: This exercise allows students to feel sounds by having them clap
them out.
Say a three-sound word in a segmented fashion, clapping once for each
sound, e.g., /b/ (clap) . . . /i/ (clap) . . . /n/ (clap).
Say the blended word as you slap your lap: bin.
Have students practice this with a number of words.
Im Going on a Trip
Explain to students you are going on a trip and you want them to guess the
objects you are taking.
Say the name of a three-sound object in a segmented fashion, touching your
shoulder, elbow, and wrist for the individual sounds, e.g., /sh/ . . . /oo/ . . . /z/.
Have students repeat the segmented sounds and say the blended word.
Repeat with additional objects.
Note: Be careful not to make this a riddle game. The point of this exercise
is to allow students to practice blending.
Relay Blending
Divide the class into two teams and have each team form a line.
Say a segmented word, e.g., /s/ . . . /a/ . . . /t/, and ask the first student in
each line to blend it.
The student who is first to blend the word correctly gets a point for his or her
team. (Scoring is optional.) Both students should then move to the back of
their respective lines.
If neither student can blend the word correctly, have both students move to
the back of their respective lines and have the next students in line take a
turn.
Nursery Rhyme Blending

Select a nursery rhyme with which students are familiar, and note the words
having two or three sounds.
Tell students you are going to recite a nursery rhyme, but you will say some of
the words in a segmented fashion.
Recite the nursery rhyme for the class. When you get to a two- or threesound word, say it in a segmented fashion.
Pause and ask students to repeat the segmented sounds. Then have
students blend the word.
86

Name Blending
CKLA treats /er/ (as in her),
/ar/ (as in car), and /or/
(as in for) as single vowel
sounds rather than vowel
+ consonant combinations.
Thus, you should segment a
name like Mark into:
/m/ /ar/ /k/.
Note: In this exercise students will practice blending the segmented names
of their classmates. Segmenting student names as opposed to random
words drastically reduces the number of possible responses for students.
Additionally, hearing the sounds in their names is easier for most students
than hearing the sounds in random words.
Select a students name containing only two or three sounds, e.g., Sue
(/s/ /oo/) or Ben (/b/ /e/ /n/).
Say the name in a segmented fashion and ask students to say the name.
Once you have finished segmenting the two- and three-sound names,
proceed to the longer ones.
Note: Practice segmenting students names in advance. With practice it
will become automatic and will not require additional preparation.
Recognize and Isolate the Sounds Taught in Unit 3

See Lesson 3 for the sound /t/, Lesson 7 for the sound /k/, and Lesson 8 for
the sound /g/.
See below for /m/.
/m/:
1.
Im thinking of a woman who has a child. (mom, mother)
2.
Im thinking of another word for angry. (mad)
3.
Im thinking of a word for beef, ham, and chicken. (meat)
4.
Im thinking of something yellow. People put this on hot dogs.

(mustard)
5.
Im thinking of a tool you use to draw a picture. (marker)
See below for /a/.
/a/:
1.
Im thinking of a crunchy autumn fruit. (apple)
2.
Im thinking of the top part of the inside of a house. People sometimes

store things here. (attic)
3.
Im thinking of an animal a lot like a crocodile. It has scales, large

teeth, and a long tail. (alligator)
4.
Im thinking of the name for a response to a question. (answer)

87

See Lesson 4 for the sound /d/.
See below for /i/.
/i/:
1.
If I am scratching, I probably have an
(itch).
2.
Another word for sick is
3.
A word that means the opposite of out is
(ill).
(in).

See Lesson 1 for the sound /m/ and Lesson 2 for the sound /a/.
See the following for /o/, /d/, and /g/.
/o/:
4.
octopus
1.
October
5.
end
2.
odd
6.
otter
3.
add
7.
inch
/d/:
4.
dance
1.
dog
5.
drink
2.
daisy
6.
tall
3.
great
7.
baby
/g/:
4.
green
1.
cut
5.
good
2.
guess
6.
dream
3.
leap
7.
grass
Sound Sprints
Place two sets of letter cards at the far end of the classroom, the gym, or the
playground.
Select two students to race.
Call out a sound.
88

Have students race to grab the sound and bring it back.

The first student to return with the correct letter is the winner.
Mirror, Mirror
See Lesson 1 for the sound /m/, Lesson 2 for the sound /a/, and Lesson 6 for
the sounds /a/ and /o/.
Have students observe the shape of their mouths when producing the sounds
Have students contrast sounds like /a/ and /o/, or /a/ and /i/, so the
differences become clear.
Note: This exercise will probably be most successful when you contrast
sounds that are markedly different and have easily visible mouth positions.
The sounds /m/, /a/, and /o/ are probably the easiest sounds in this unit to
observe because the movements of the lips and jaw are quite pronounced.
T-Charts
t
Select two sounds taught in this unit and find pictures of items beginning with
these sounds.
Draw a chart with two columns on a piece of chart paper and write the
spellings for the sounds at the top of the chart.
Show students the pictures and have them determine the beginning sounds.
Have them place the pictures in the appropriate columns of the chart.
Variation: To make this exercise easier, select only one target sound. Show
students pictures of items beginning with that sound and pictures of items
beginning with other sounds. This way students only have to decide if the
words begin with the target sound or not. To make this exercise a little more
challenging, have students sort the pictures according to the last sounds in
the words.
Simon Says Sounds

Note: Be sure to explain and practice the game of Simon Says if students
are not familiar with it.
Give each student the same set of teacher-made letter cards.
Play Simon Says, using commands such as:
Simon says, Touch the picture that stands for the /m/ sound as in man.
Simon says, Touch the picture that stands for the /a/ sound as in at.
Touch the picture that stands for the /t/ sound as in toad. (Since Simon
did not say to touch it, they should not have touched the picture.)

89
Guess the Sound!

Whisper a secret sound to a student and ask him or her to find an object in
the classroom beginning with that sound.
When the student points to an object, have the other students guess the
secret sound.
Sound Search
Say a sound and ask students to find an object in the classroom beginning
with that sound.
Help students find the first object.
When a student has found an object, have him or her show it to the other
students and say its name.
Differentiate Consonant and Vowel Sounds

Minimal Pairs
See Lesson 8 for /k/ and /g/ and Lesson 9 for /i/, /a/, and /o/.
See below for /t/ and /d/.
/t//d/:
4.
tabdab
1.
tipdip
5.
tugdug
2.
taddad
6.
totdot
3.
tombdoom
7.
tenden
See Lesson 10 for /i/ and /a/.
T-Charts
See previous T-Chart activity in this Pausing Point. Make charts contrasting
the sister sounds /t/ and /d/, the sister sounds /k/ and /g/, or the vowel
sounds /i/, /a/, and /o/.
Read Two- and Three-Sound Words

See Lessons 312.
90

1.
am > ad > at > cat > cam > dam > dad > mad > mac > mat
2.
cog > dog > dot > cot > cod > tod > tad > tag > gag > gig
3.
mid > did > dig > dim > dam > tam > Tom > tot > dot > doc
4.
gag > tag > tad > dad > did > dig > dog > cog > cot > got
5.
tic > tac > mac > mat > at > ad > dad > dam > dim > tim
6.
id > od > dod > did > dig > gig > gag > tag > mag > mat > mac
7.
cod > cog > dog > dig > dim > tim > tic > toc > tot > got
8.
at > mat > mad > mid > did > dad > tad > tag > gag > mag
Word Box
Have students complete Worksheet PP1 (front and back).
Tell students to read the words in the box at the top of the worksheet and
write each word under its matching picture.
Try to refer to letters by their sounds rather than their letter names.
Worksheet PP1, PP2
Label the Picture

No Ride for You!

On the board, draw a train with three boxcars.
Select a target sound, e.g., /t/, and write nine decodable words on cards,
making sure three of them begin with the target sound.
tod
did
tom
mad
dot
cat
dig
mat
tag
This game can also be made

into a folder game.
Attach the cards in columns of three under the three boxcars.

Explain to students only words beginning with the /t/ sound are allowed to
ride on this train.
Ask students to sound out and blend the words in the first column and have
them decide which one can take the ride.
Move that card up to the boxcar.
Ask why the other two words are not allowed to take a ride.
Repeat with the remaining columns of words.
Note: Increase the difficulty of this exercise by making the middle or last
sound in each word the target sound.
Real Word or Silly Word

Tell students you are going to write a mix of real words and silly words on the
board. Remind them silly words can be read in the same way as real words
by blending the sounds.
91
Write a real word or a silly word on the board and ask a student to read it.
Ask if the word you have written is a real word or a silly word.
Repeat for additional words, discussing the meaning of any real words
students think are silly words. This activity can also be adapted for reading
chains of words.
1.
mat (real)
11. hat (real)
2.
dad (real)
12. dim (real)
3.
gom (silly)
13. ot (silly)
4.
mom (real)
14. cat (real)
5.
mag (silly)
15. dig (real)
6.
com (silly)
16. cot (real)
7.
got (real)
17. dot (real)
8.
gad (silly)
18. ag (silly)
9.
tog (silly)
19. mad (real)
10. mim (silly)
20. tid (silly)
Word Reading Sprints

Make sets of word cards and matching picture cards; e.g., one card has the
word dog and the matching card has a picture of a dog.
Make one set of cards for each group that will be racing.
Place the word cards at the far end of the classroom, playground, or gym.
Divide the class into teams, and have each team form a line.
Give the first student in each line a picture card.
Have the students race to identify and return with a matching word card.
The first student to return with a matching word card earns a point for his or
her team.
Repeat until each student has had a turn.
The team with the most points wins. (Scoring is optional.)
Spell Two- and Three-Sound Words with Cards

See Lesson 5 and Lessons 1012.
92

1.
cat > mat > mad > tad > tod > cod > cog > dog > dot > doc
2.
mid > did > dig > gig > gag > tag > tam > dam > cam > am
3.
got > dot > tot > tom > mom > mod > cod > cog > dog > dig
4.
it > at > mat > cat > cot > cod > tod > tad > tac > mac
5.
tad > tod > tot > dot > dog > dig > did > dad > mad > ad
6.
mom > tom > tim > dim > dam > cam > com > cog > cod > cot
7.
ad > am > tam > tad > mad > mac > tac > tag > gag > mag
Spelling Hopscotch
See Lessons 11 and 12.
Stomp and Spell

See Lessons 13 and 14.
Write the Spellings Learned in Unit 3

Play with Clay
Provide students with playdough and have them shape the spellings taught in
this unit.
Have students complete Worksheets PP3 and/or PP4.
On the back of each worksheet are the same spellings as on the front. The
back is more difficult, however, because only starting dots are provided.
You may wish to laminate these worksheets and have students write on them
with erasable markers. This way students may practice repeatedly.
Worksheets PP3 and/or PP4
Rough Around the Edges

Using a fine grade sandpaper, cut out the shapes for the spellings in this unit.
Have students trace the sandpaper spellings with their fingers.

93
Write Two- and Three-Sound Words

Have students complete Worksheets PP5 and/or PP6.
The same words are on the front and back of each worksheet. The back is
more difficult, however, because only starting dots are provided.
Worksheets PP5 and/or PP6
Sort by First or Middle Sound

Have students complete Worksheets PP7, PP8 and/or PP9.
Explain that there are six words in the box at the top of the page.
Ask students to sort these words by the first or middle sound (depending on
the worksheet) and to write them on the lines.
Worksheets PP7, PP8,
and/or PP9
Encourage students to say the sound as they write each letter.
Circle Spelling
Worksheet PP10
94

Appendix: Understanding the CKLA Approach to Phonics

Beginning with the Basics
The CKLA approach to phonics instruction differs from the approach
used in other reading programs. When it comes to teaching letter-sound
correspondences, many reading programs introduce a great deal of material at
once. For example, most phonics-based programs used in the United States
introduce the lowercase letter g along with the uppercase letter G (which has
a very different shape). Generally these programs also introduce the letter name,
pronounced jee. Students are taught to connect these letters to the sound /g/.
Many programs go even further, adding to this a keyword that is meant to help
students remember the letter and/or the sound. For g the keyword might be the
word goat. Other programs add a gesture that goes with the letter or the sound.
For example, they may teach students to move their hand as if raising a glass to
gulp. All of this is well intentioned, but if you add it up, you can see students are
being asked to remember quite a lot of informationnot just g, G, jee, /g/,
goat, and the gulping gesture, but also the relationship among them.
CKLA has adopted a different strategy for its Kindergarten lessons. Instead of
burdening the initial lessons with all of this information, we have tried to strip
them down, so that only the most basic and essential elements are taught at first
and the less essential material is introduced later. In our basic code lesson on /g/,
we teach the sound /g/ and the lowercase letter gand that is all. We selected
this information because these are the two components needed for students to
begin reading words. We postpone the introduction of the letter name and the
uppercase letter until later. We do not teach keywords, and we do not include
gestures for consonant sounds in the program.
Uppercase Letters
If uppercase letters and lowercase letters had exactly the same form and
differed only in size, there would be no reason to delay the teaching of
uppercase letters alongside lowercase letters. However, that is not the
case with the Roman alphabet we use to write English words. Many of the
uppercase letters have a totally different form than the lowercase letters:
compare D and d, E and e, G and g.
CKLA begins with the lowercase letters. These were chosen as a starting
point since they are much more widely used than uppercase letters. Most
words in books and magazines contain no uppercase letters, and those that
do generally contain only one uppercase letter (the first letter). Lowercase
letters make up the great majority of the letters in printed matter.
Only lowercase letters are used in Units 3 and 4 and most of Unit 5.
At the end of Unit 5 we include the first story with sentences. The sentences
in this story begin with uppercase letters. However, at this point we only
use uppercase letters that have the same basic shape as their lowercase
equivalents.
Unit 3 | Appendix
95
Used: C, F, J, K, M, O, P, S, T, U, V, W, X, Y, Z.
Not Used: A, B, D, E, G, H, I, L, N, Q, R
We continue to use only the uppercase letters that closely resemble the
lowercase letters until Unit 9 of Kindergarten, when the remaining uppercase
letters are introduced.
Letter Names
One of the distinguishing features of CKLA is that it does not teach letter
names at the outset. This seems very odd to many teachers and requires
some explanation.
Letter names are less essential for reading than sound values. In order to
blend, a student absolutely needs to know the sound values that the letters
stand for. The student does not need to know letter names. For example,
what is crucial for reading the word dog is being able to produce the sound
values associated with each letter: /d/, /o/, /g/. It is not essential to know
the letter names. In fact, the letter names can run interference on the sound
values, leading some students to say dee-oh-jee. Since the letter names
are not required to blend, and since they have been shown to interfere with
some students ability to master blending, CKLA postpones the teaching of
letter names until students have had time to learn to blend with confidence.
Although this is unusual in the United States, it is quite common with
synthetic phonics programs in use in other parts of the world.
We ask you to teach Units 15 of Kindergarten without using the letter
names. Depending on where you teach, you may find that some or all of your
students come to school knowing the letter names. In CKLA, letter names are
introduced in Unit 6, by which point we expect most students will be securely
blending using the sound values. The letter names are then used throughout
the rest of Kindergarten and beyond.
The Basic Code Lesson

The Basic Code Lesson is the starting point for introducing the English
writing system. This type of lesson is taught once for each of the 44 sounds
in the language.
A Basic Code Lesson is always organized around a single sound. You begin
a Basic Code Lesson by introducing the new sound and guiding students
through one or more oral language exercises that give them chances to hear
and say the sound. When students are familiar with the sound as an acoustic
phenomenon, you introduce the most common, or least ambiguous, spelling
for the sound. In early Kindergarten we encourage you to refer to the spelling
as a picture of the sound. As we move further along, we transition to using
the term spelling.
96
Unit 3 | Appendix
After modeling how to draw a picture of the sound, students are given
an opportunity to practice making the new spelling on a worksheet with
guiding lines. This is the last element in the Basic Code Lesson, although the
introduction of the sound and spelling is often followed by chaining or wordbuilding exercises that include the new spelling.
A specific example will make the shape of this lesson type more clear. Imagine
you are teaching the Basic Code Lesson for the sound /m/ and its basic code
spelling m. The Teacher Guide will prompt you to do the following:
Tell students the sound is /m/.
Ask students to say the sound in isolation: /mmmmm/.
Ask students to repeat a few words with /m/ at the beginning: man, Mike,
mint.
Ask students to repeat a few words with /m/ at the end: him, dime, slam.
Tell students, Im thinking of something that begins with the /m/ sound. This
is something you might see up in the sky at night. (Hopefully students will
say moon.)
Give similar clues for several other words beginning with /m/ (milk, mud,
mouse, etc.).
Show students how to make a picture (or spelling) for the /m/ sound.
Model drawing an m on the board several times.
Distribute worksheets and guide students as they begin learning to form the
letter themselves.
This is an abbreviated version of longer and more explicit guidelines that
would stretch across several exercises in the Teacher Guide, but it gives
you a sense of what you will be asked to do when you teach a Basic Code
Lesson.
Note that only one spelling is taught during the Basic Code Lesson. This is
true even if the sound can be spelled several different ways. For example,
when teaching the Basic Code Lesson for the sound /m/, you will only
introduce the basic code spelling m, saving the double-letter spelling mm
as in swimmer for later. Likewise, during the Basic Code Lesson on
/ee/, you will only introduce the basic code spelling ee, saving the spelling
alternatives e, ea, y, ey, etc. to be taught later.
The Basic Code Lesson is used extensively in Kindergarten, beginning in this
unit. You will be asked to teach a Basic Code Lesson for 35 of the 44 sounds
in English, and a variation of the steps outlined above will be used each time.
If you are teaching Basic Code Lessons in Units 35 of Kindergarten, we
urge you to try to avoid using letter names. Remember, the key information
for reading is the sound the letter stands for (/m/), not the letter name (em).
Students may call the letter /mmm/ or refer to it as a picture of /m/. Beginning
in Unit 7, the Basic Code Lesson is adjusted so that it includes letter names.
Unit 3 | Appendix
97
Chaining
One distinctive feature of CKLA is its heavy reliance on chaining exercises. A
chain is a series of words (sometimes including pseudowords or silly words)
that can be built by changing only one letter or spelling at a time. Here is a
sample chain:
it > at > ad > mad > mat > cat > cap > tap > tip > top > mop > map
Note that only one change is required to change it to at and to change each
subsequent word to the next word in the chain.
The rules of chaining are as follows:
RULE 1. Only one spelling changes at a time.
RULE 2. There are three permissible changes:
a. Addition: a spelling is added (ad > mad).
b. Deletion: a spelling is taken away (mad > ad).
c. Substitution: one spelling is substituted for another (mat > cat).
These rules apply to all chaining included in this program. Different kinds of
chaining exercises are used at various points in the program.
In Pocket Chart Chaining for Reading the teacher arranges letter cards and
(later) multi-letter graphemes on a pocket chart and students are asked to
read the words. In this kind of chaining, students are asked to translate from
symbols to sounds. In other words, this is a chaining exercise that builds
reading/decoding skills.
In Pocket Chart Chaining for Spelling the teacher says a word and individual
students are asked to come up to the pocket chart and arrange letter cards
and multi-letter graphemes to spell the word. In this case, students are asked
to translate from sounds to symbols. This is an exercise that builds spelling/
encoding skills. However, spelling words with cards is significantly easier
than spelling words with paper and pencil. In this case the student has only
to select the correct spellings from several that are visible on the chart. When
writing, the student must remember the letter or letter combination and then
print it from scratcha much more difficult task.
One advantage of both pocket chart exercises is teacher control of the
chaining surface, thus minimizing the chances for distraction.
In Student Chaining the teacher says a word and students are asked to spell
the words by arranging cards on individual student Chaining Folders. The
process is similar to what happens in Pocket Chart Chaining for Spelling,
except that in this kind of chaining each student has a set of cards and a
folder on which to arrange the cards. This has a major advantage: for each
word that is built, you have the opportunity to monitor the performance of
numerous students. Student Chaining is used extensively in the middle of
Kindergarten and can be used in tutorial situations as needed for remediation.
98
Unit 3 | Appendix
In Large Card Chaining each student is given a single Large Card with a
single- or multi-letter spelling printed on it. The teacher says a word and
students arrange themselves to spell the word. The movement is from sounds
to symbols, so this is a spelling game. This has proven to be a classroom
favorite and is a good activity to do if you have students who need to move.
Large Card Chaining is used in both Kindergarten and Grade 1.
In Teacher Chaining, the teacher writes a series of words on the board or
chart paper and students read the words. This is a reading activity. One
advantage of this exercise is that it requires little equipmentno cards,
folders, or pocket charts. All you need is a board and a writing implement.
As there is less setup and clean up, this exercise can be done in a shorter
amount of time than some of the other chaining games.
Decodable and Non-Decodable Words

In this program we distinguish between decodable and non-decodable words. A
word is considered non-decodable until all of the letter-sound correspondences
a student needs to read and spell the word have been taught. For example, the
word cat is considered decodable after students have learned /k/ spelled c, /a/
spelled a, and /t/ spelled t, which is early in the CKLA sequence of instruction.
The word cheap is considered decodable when students have learned /ch/
spelled ch, /ee/ spelled ea, and /p/ spelled p, which is later in the CKLA
sequence of instruction.
It is important to understand that no word is inherently decodable or nondecodable. You cannot say that cat is a decodable word and dog is not,
unless you also refer to a specific sequence of instruction and say where
you are in that sequence of instruction. A word that becomes decodable in
the early lessons of one program might not be decodable until much later in
another program. A word that is not decodable in one lesson of CKLA might
become decodable later in the year, or perhaps in the very next lesson.
In CKLA the number of decodable words increases steadily throughout
Kindergarten and Grade 1. In Unit 3 of Kindergarten, when students are
learning their first letter-sound correspondences, only a tiny handful of words
are 100% decodable. By the end of Grade 1, thousands of English words are
completely decodable. What has changed in the meantime is not the words
themselves, but the number of letter-sound correspondences students have
been taught and have at their disposal for decoding.
We recommend that you do not ask students to read aloud from trade books.
Trade bookseven books written for sharing with childrengenerally contain
a wide range of spellings, including many spellings the students do not study
in Kindergarten.
We do encourage you to provide opportunities for children to explore picture
books and to get a sense of the wonder of reading from looking at many
books. We especially encourage you to read aloud interesting trade books
related to the Listening & Learning domains. However it is unwise to assign
such books to all students in your class with the expectation that students
Unit 3 | Appendix
99
should read these books aloud. If you have students who are eager to try
reading trade books, by all means encourage them, but you may wish to
explain that these books may contain some spellings the student has not yet
studied in class. In addition, allow the student to put the book down if she
finds herself frustrated.
Adapting Common Reading Activities

In its lessons and stories, CKLA asks students to read only decodable words,
that is, only words for which explicit letter-sound correspondences have
been taught to date. Of course, the world at large presents words in a much
less selective fashion. Students will be bombarded with words on billboards,
signs, menus, clothing, television, and in books and magazinesand only
some of these will be 100% decodable in the sense described above. It is,
however, important that you understand the importance of using materials
for classroom reading instruction that control the complexity of letter-sound
correspondence to create an optimal environment for learning to read.
We believe the instructional potential of the program will be maximized if
you make an effort to ensure the words you ask students to read in your
classroom are decodable.
Word Walls
Word walls can be easily adapted for use in CKLA classrooms.
A good time to set up a first word wall would be during Unit 3 of
Kindergarten, when students begin learning letter-sound correspondences.
We suggest that you organize the wall space around the sounds students
are learning to write, so that there is a space for /m/ words, a space for /a/
words, a space for /t/ words, etc. (If you do not have room on the walls for 40
sounds, you can add sounds until you are out of space and then start taking
down old sounds to make room for new ones.) If possible, try to use one
wall for vowel sounds and another wall for consonant sounds. This will help
students learn to distinguish between these important categories.
Words can be added to the wall in different ways:
Strategy #1: Words are placed on the wall according to initial sounds.
Example: students post the word mat under /m/ because it starts with the /m/
sound. (This will work for most sounds but not for /x/ and /ng/; also, many
vowel sounds are rare in initial position and more common in medial position.)
Strategy #2: Words are placed on the wall according to sounds they contain
but without limitation to first sound. Example: students are invited to post the
word mat under /m/ or /a/ or /t/ (wherever they prefer, wherever the teacher
prefers, or wherever there is room).
Strategy #3: Words are placed on the wall under each sound they contain.
Students write mat on three cards and post the cards under /m/ and /a/ and
/t/. (This will fill your walls quickly!)
100 Unit 3 | Appendix

In the early stages of Kindergarten (Units 37), populate the word wall
exclusively with words that are decodable. This is important because during
this period students are still stabilizing the first letter-sound correspondences
and learning to pronounce regular words. You do not want a great swarm
of exception words peering down on them from the word wall. Kindergarten
students will encounter many interesting decodable words during chaining
exercises and while completing worksheets. They can be allowed to choose
words that interest them to copy onto cards and add to the word wall. This
allows students to have input as to which words go on the wall but also
ensures that decodable words are chosen.
Once students have mastered blending and have been introduced to the
concept of Tricky Words (Unit 8 of Kindergarten), you can begin to be a little
less restrictive as to what goes up on the word wall. Try to make sure most of
the words that go up are words students can read using the code knowledge
you have taught them. If a student asks to post the word snow on the board
late in Kindergarten you could write the word for the student. Explain that
there is one spelling in the word students have not learnedthe ow for the
/oe/ sound. Essentially, you treat the word like a Tricky Word and explain
which parts are tricky. Then you can add the word to the board.
It would be a good idea to distinguish between decodable words and Tricky
Words. There are at least two ways to do this:
Strategy #1: Write decodable words on green cards and Tricky Words on
yellow cards and post the Tricky Words on the word wall according to the
sounds they contain. Green means go ahead and blend; yellow means
caution: there is a part of this word that cannot be read by blending (using
the letter-sound correspondences taught so far). Note that some words that
are tricky at first will not be tricky later on. For example, the word down is
taught as a Tricky Word in Kindergarten and also early in Grade 1. However,
later in Grade 1 students learn the ow spelling for the /ou/ sound. When that
happens, down is no longer tricky; rather, it can be seen as part of a larger
spelling pattern. The yellow card for down should be removed from the word
wall and replaced with a green card. As time goes on and students learn
more spelling patterns, many of the yellow words will turn green.
Strategy #2: Have a separate wall space for Tricky Words. As the year goes
on and students learn more spelling patterns, some of the cards will migrate
from the Tricky Word space to the regular word space.
Create a word wall that meets the needs of your students and is consistent
with the philosophy of instruction in CKLA.
Morning Message
Many Kindergarten teachers like to present a morning message. This is done
differently from classroom to classroom, but a typical morning message
might read something like this:
Today is Wednesday, December 1, 2007. This is the 76th day we have been in
school. The weather today is sunny.
Unit 3 | Appendix 101
One main purpose of the morning message is to help students begin to

understand the connections between oral and written language. The teacher
models the writing process for students, and the text of the message itself gives
the teacher opportunities to talk about important concepts of print, such as:
Left to right progression of text
Letter-sound correspondences
Spaces between words
Dissemination of information
Return sweep
Capitalization
Punctuation, e.g., period, question mark, etc.
One disadvantage of the way the morning message has traditionally been
handled is that the messages tend to contain a mix of decodable and nondecodable words. We do not ask you to discontinue the morning message,
but we would encourage you not to think of the morning message as a time
to teach reading and decoding skills. Instead, use this part of your day to
set expectations, convey information, and teach social skills. At the start
of the year the print will be primarily useful to the teacher, but as the year
progresses the students will be able to follow along and access more and
more from the text. Just remember not to use this morning message as a
method to teach decoding.
Reading and Writing

CKLA teaches reading and writing together, because reading and writing are
inverse processes. The letters are a code for the sounds. Writing is an encoding
procedure that involves turning sounds into symbols. Reading is a decoding
procedure that involves translating symbols back into sounds, words, and
sentences. Students learn the letter-sound correspondences more thoroughly
and automatize their skills more rapidly when they are asked to work in both
directions, that is, from speech to print and from print to speech.
Although reading and writing are taught together, you should not expect that
students reading and writing skills will develop at the same pace. Writing
is more difficult than reading. To read the word cat, one must be able to
recognize the letters, recall the sounds they stand for, and then blend the
sounds to make the word. This is not trivial, but it is easier than the task that
faces the writer. The writer has a word in her head and needs to write. She
must be able to segment the word into its component sounds, remember
how to form a spelling for each sound in the word, and then actually make
the letter on paper. In short, reading requires only recognition skills, and
writing requires the actual creation of letters from memory. You should not be
surprised if students writing skills lag behind their reading skills. It is normal
for that to be the case.

Writing and Spelling

The early lessons in the Kindergarten program contain various kinds of
spelling and writing exercises. Students begin by making writing strokes
and simple geometric shapes. Later they move on to copying single-letter
spellings for sounds and copying words. Copying is an excellent exercise
to emphasize in the early stages of reading and writing instruction because
a student who is copying has a target that he can imitate and consult as
needed. Copying is therefore significantly easier than writing from memory,
without a model.
In the early units of Kindergarten students also build words with letter
cards during various chaining games. This is not exactly writing, but it is a
writing-related exercise because it requires students to move from sounds
to symbols. Spelling a word with letter cards is easier than spelling the same
word with a pencil. The student arranging cards has the symbols in front of
him and only needs to identify the correct ones. The student holding a pencil
must remember and create the symbols from memory. This is why dictation
is more difficult than chaining exercisesdictation requires students to
remember and make the letters themselves. Answering short questions is
harder still, since it generally requires writing multiple words.
Since writing involves drawing pictures of sounds, it is really not fair to require
students to do free writing assignments until you have shown them how
to make a picture of most of the sounds in the language. It certainly is not
appropriate to grade them on work done under these conditions. Students
should not be required to do free writing, and certainly should not be graded/
evaluated/assessed for shortcomings in the writing they produce until they
have been taught the most common or least ambiguous spelling for most of
the sounds of English. To require students to write without teaching them the
letters and spellings that stand for sounds, is like asking someone to build a
house but only providing some of the tools that are required. CKLA does not
ask students to do free writing in Kindergarten.
We also encourage you to avoid assigning free writing until students
have learned one way to write most of the sounds in English. This does
not mean that all writing is off limits in the early units of the program. As
noted, students are frequently asked to do copying, chaining, and dictation
exercises, but in these exercises they are only asked to write words and
phrases that are encodable, meaning they can be written using the spellings
they have learned so far. Beginning in Unit 9, students are asked to answer
questions about the stories they read. However, the stories in the Readers are
made up of words they should be able to read and spell. We have ensured
that the questions asked on the worksheets can be answered using the
words in the story and the code knowledge students have at each juncture.

Even in Kindergarten, students can benefit from exposure to the logical

thought processes that underlie the writing process. We believe, however,
that this is best accomplished in Kindergarten through highly scaffolded,
shared writing experiences in which the teacher serves as a scribe for either
the whole class or small groups of students. There are many opportunities
for this type of shared writing experience in the Kindergarten Listening &
Learning extensions. When approached in this way, the emphasis is on
the clear communication of ideas derived from the substantive fiction and
nonfiction read-alouds to which children have been listening, rather than the
mechanics of writing. Young students are able to devote their full attention
to clearly articulating their thoughts orally, without the limitations imposed
by the physical demands of handwriting or their lack of extensive code
knowledge at this time.
The introduction of free writing can be handled in a manner parallel to the
introduction of natural text. The important thing is not to give mandatory free
writing assignments until you have shown students how to make a picture
of most of the sounds in the language. Prior to that, students can be asked
to draw pictures and/or copy decodable words, sentences, and phrases.
(Even a student who has no code knowledge can draw and color, and these
exercises are good for the students eye-hand coordination.)
Any student who wishes to go beyond copying and coloring and do free
writing may be allowed to do so, beginning the moment the student
expresses an interest. You should tell the eager student something like this:
As you write, you may need to write down a sound we have not yet learned.
If that happens, you can just leave a space (or draw a line underneath the
space where the letters will go) and I will help you fill in the spellings you
need. This allows the student to spell using the code knowledge she has
and releases her from the expectation that she will somehow write spellings
she has not learned. With free writing, as with trade book reading, students
should be allowed to do just as much, or as little as they want to do.

The following chart shows how many sounds students know how to write
at the beginning and end of the Kindergarten units, what percentage of the
44 sounds of English they are able to write, and what sorts of activities we
recommend for each stage.
Sounds students are able to spell
Unit
Beginning
of unit
End
of unit
1
2
3
0
0
0
0
0
8
0
0
018
16
1836
16
24
3654
24
24
54
24
30
5468
30
30
68
30
30
68
10
30
35
6880
Total (%) Recommended writing activities

drawing; student-initiated free writing
drawing; student-initiated free writing
drawing; copying decodable words; student-initiated free writing
drawing; copying decodable words and phrases; student-initiated
free writing
free writing
free writing
drawing; copying decodable words, phrases, and sentences;
student-initiated free writing
student-initiated free writing
completing story questions worksheets; student-initiated free writing
completing story questions worksheets; student-initiated free writing
Assessing and Marking Spelling

In assessing Kindergarten students writing and spelling, it is important to
remember students have only been taught a portion of the English spelling
code. In Kindergarten, you should honor and praise students for many
spellings that a teacher in later grades might mark as incorrect. A student
who has not been taught the ea spelling for /e/ should not be faulted or
marked down for writing hed instead of head. A student who has not learned
the gg spelling for /g/ should not be blamed for writing eg instead of egg.
Spelling has traditionally been assessed on the word level, with words
marked correct or incorrect. However, this kind of grading is not very well
suited for our writing system. We recommend that you consider evaluating
spelling on a phoneme-by-phoneme basis. For each phoneme in a word, the
student should write a spelling (or grapheme). These spellings can generally
be sorted into three categories: correct spellings, plausible spellings, and
incorrect spellings.
The correct spelling is the accepted spelling for this sound in this word.
It is the spelling you would find if you looked the word up in a dictionary.
A plausible spelling is a spelling that, while not the same as the accepted
dictionary spelling, is nevertheless a plausible spelling for the phoneme in
question. An incorrect spelling is a spelling that is neither dictionary correct
nor plausible.
Some examples will make this clear. Imagine a student who is trying to write
the word kid. The correct spelling is kid. However, if the student writes cid
instead of kid, that is still quite good. The student has spelled the second and
third sound correctly and has provided a plausible spelling for the first sound.
A student who writes ked would be credited with two correct spellings and
one incorrect spelling. A student who writes dxr would be viewed as having
produced three incorrect spellings.
In Unit 3 of Kindergarten cid should be praised and given high marks,
because it shows the student has heard all of the sounds in the word and
written a plausible spelling for each one. Indeed, at this point, it would be
inappropriate to take a point away for the spelling that is merely plausible
since students have not yet learned any spelling besides c. How can we
fault them for using the only spelling we have taught them?
The larger point is that spelling should always be assessed relative to the code
knowledge students have been taught. If students have never been taught the
advanced spelling code, they may spell egg as eg. Eg is not only a perfectly
plausible spelling, it is also the only spelling students can be expected to offer
at the end of Unit 3 of Kindergarten. It should therefore be given full credit. As
you evaluate the writing students produce, you should evaluate it with the above
considerations in mind, looking at the word phoneme by phoneme and giving
credit for plausible spellings, especially when alternative spellings have not yet
been introduced.
Journal Writing
Journal writing is a popular activity in many Kindergarten classrooms. It
can be adapted for CKLA by beginning with journal drawing, then adding
word/phrase and sentence copying, so students are copying a word or
phrase and then illustrating it. Those students who wish to extend beyond the
basic draw-and-copy assignment and do free writing may do so. By making
drawing-and-copying mandatory and having free writing remain optional, you
can allow those who are eager to do free writing to pursue their interest.
Here are some ideas for early journal writing prompts that require drawing
and copying but leave free writing as an optional add-on:
Give students a target sound, e.g., /m/. Ask students to draw a picture of
something containing the /m/ sound.
Put a set of decodable words including recently taught spellings on the
board; allow students to choose one or more of the words, copy them in their
journals, and draw pictures related to them.
Allow students to select words from the word wall and illustrate them.
Have students draw a picture based on something they have heard in the
Listening & Learning Strand.

Some Differences Between Traditional Phonics and CKLA Phonics

CKLA breaks with traditional practice in using the terms vowel and consonant
to refer to sounds, not letters. This seems like a very small change, perhaps
even a trivial one. However, when you consider the consequences of this
shift, you find that it significantly changes the way you think and talk about
phonics and literacy instruction. Some of the more significant differences
between what might be called the Traditional Phonics Worldview and the
CKLA Phonics Worldview are outlined in the following chart.
Traditional Phonics Worldview
CKLA Phonics Worldview
Consonants are letters.
Consonants are sounds.
There are 21 consonants: b, c,

d, f, g, h, j, k, l, m, n, p,
q, r, s, t, v, w, x, y, z.
There are 24 consonants, /b/, /d/, /f/, /g/, /h/, /j/, /k/, /l/, /m/, /n/, /p/, /r/,
/s/, /t/, /v/, /w/, /y/, /z/, /ch/, /sh/, /zh/, /th/ (voiced), /th/ (unvoiced), /ng/,
plus the sound combinations /x/ and /qu/.
Pet is a CVC word because it

contains a Consonant letter, a
Vowel letter, and a Consonant letter.
Pet is a CVC word because it contains a Consonant sound, a Vowel

sound, and a Consonant sound.
Fish is a CVCC word (four letters)
Fish is a CVC word (three sounds, with a consonant digraph at the end).
Vowels are letters.
Vowels are sounds.
The vowels are a, e, i, o, u

and sometimes y and w.
The letters a, e, i, o, uand sometimes y and ware used,

singly and in various combinations, to stand for the vowel sounds in our
language.
There are 5 vowels in English, or 7 if

you count y and w.
There are 18 vowels in English: /a/ as in cat, /i/ as in sit, /e/ as in bed, /o/
as in hot, /u/ as in but, /ae/ as in wait, /ee/ as in bee, /oe/ as in toe, /ie/
as in time, /ue/ as in cue, /oo/ as in soon, /oo/ as in look, /ou/ as in out,
/oi/ as in oil, /aw/ as in law, /er/ as in her, /ar/ as in far, and /or/ as in for.
There are two vowels in the word

reach, e and a
There is one vowel in reachthe letters e and a stand for a single

vowel sound, /ee/.
When two vowels go walking, the

first one does the talking.
Very few words contain two vowel sounds back to back (react is an
example). When two of the letters commonly used to stand for vowels
stand next to one anothere.g., ea, ai, ou, etc.they are usually
working together, as a digraph, to indicate a single sound. When reading
these digraphs, the reader needs to pay attention to both letters, not
just the first one. The walking-talking rule is misleading and unreliable;
it should not be taught. (For more on this, see When Two Vowels Go
Walking article on the CKLA website.)
The e in made is silent.
All letters are silent. A person is needed to turn them into sounds. The
a and the e in made are two parts of a separated digraph spelling that
stands for the /ae/ sound. The e in this spelling is just as important as
the a.
The letter a makes two sounds, a

long and a short sound.
Letters dont make sounds; people do. Better to say the letter a can
stand for two sounds, /a/ or /ae/.
When the consonant r follows a

vowel like a, it changes the sound
of the vowel.
When the sound /r/ follows a vowel sound, it is often co-articulated with
the vowel sound, creating a vowel diphthong like /er/, /ar/, or /or/.

Customizing and Adapting the Program

This is a highly structured and sequenced program. We are unapologetic about
that, as we believe the structure and sequence will be very helpful to students
as they work to learn the English spelling code. However, this is not a scripted
program in which teachers are required to read the manual and give one of a
handful of approved responses. We expectindeed, we hopeteachers will
tweak the phrasing and come up with ways to customize, personalize, and
adapt the instruction.
Our goal has been to put things in a logical order and provide all of the
guidance and support necessary for a new teacher, or a teacher new to this
kind of phonics instruction.
At the same time we believe there is room for experienced and creative
teachers to customize and adapt the program. Indeed, some of the exercises
included in this version of the program were developed by teachers in our pilot
programs!
Sometimes in the lessons we give exact phrasing that we suggest you
use; more often, however, we give indirect phrasing and/or encourage you
to explain something using your own words. You should feel free to make
changes to the phrasing. For example, you may prefer to speak of a picture
of a sound or a spelling. Later in the year, you may want to teach the term
digraph, or you may prefer to refer to the letters in a digraph as a letter
team or as buddy letters. There are many ways to customize the program
and the language while preserving the basic instructional principles and
sequence of instruction.
For presentation of words, you may write on a chalkboard, a white board, chart
paper, an overhead projector, a document camera or the projection system of
your choice. A projection system works especially well for worksheets, since it
allows the teacher to model the task exactly as the student will be completing
it. For the chaining exercises, you may use a pocket chart, a magnetic
board with magnetic letters, an overhead projector with letters cut from a
transparency, or a Smartboard. Many modifications of this sort can be made
without adversely impacting the quality of the instruction.
You should also always feel free to add additional activities and worksheets
that are consistent with the CKLA philosophy of instruction. You should always
feel free to respond to the teachable moment, even if it leads you slightly off
the path laid out in the Teacher Guide.
There are only a handful of things you should not do:
You should not skip a lesson in which new code knowledge is taught. If you
are not able to teach Lesson 12 on Monday, teach it on Tuesday. If you are not
able to teach it on Tuesday, teach it on Wednesday. Do not try to catch up by
skipping ahead to Lesson 14. If you do, students will be lacking important code
knowledge, untaught spellings will begin to appear in their wordlists and on
their worksheets, and the lessons will start to make less sense to them.

For the same reasons, you should not reorder the lessons. The program relies
heavily on sequencing, and instruction will be confused and less effective if
the lessons are reordered.
For the reasons discussed previously, you should not require Kindergarten
students to read trade books until they express a desire to do so.
Finally, we ask that you attempt to preserve the sounds rst emphasis of
the program. This means beginning the lessons with a sound and moving to
the spelling (or spellings) later. It also means trying to avoid letter names until
Unit 6.
Small Group Work

Large parts of this program have been written for whole-group instruction,
but the program can be customized to allow for small-group instruction
of various kinds. Since all students need to learn that /t/ is spelled t, it is
instructionally efficient to teach the Basic Code Lessons and other lessons
that introduce the letter-sound correspondences to the whole class. However,
since some students will learn the new information right away while others
will need more practice, you may wish to do small-group work to follow up
the initial introduction of code knowledge. We have seen CKLA taught very
effectively in small groups and in workstations students visit on rotation.
Adjusting the Speed of Instruction

This sequence will work for most children. However, all children are different,
and all classrooms are different. Some classrooms may need more time to
master particular concepts than others. The program has been designed so
the pace of instruction can be adjusted as needed.
The most important thing for you to know is that you can pause at any point
in the program. If students are not learning the material, simply stop where
you are and do additional work to remediate or reteach as needed. Many
lessons contain some materials you can use if you pause. For example,
in each lesson where new spellings are taught, there will be a list of highfrequency decodable words that feature the new spelling. There are additional
chains that may be used with any of the chaining exercises.
In addition, at the end of each unit there is a Pausing Point. If the endof-unit assessment or your observations suggest some members of the
class need additional time to master the concepts taught in the unit, this
is an especially good place to stop and provide additional practice and
review. The Teacher Guides include additional work at each Pausing Point.
They will typically provide enough for at least 45 days of additional work.
The materials provided in the Pausing Point can be used in various ways.
Sometimes you may wish to have all students do the same activity or
worksheet. Other times you may wish to work individually or in small groups
with students who are struggling with a particular concept.

To slow down instruction, you can pause either in the middle of a unit or
at a Pausing Point. We do not recommend that you attempt to speed up
the sequence of instruction. The program lays out an ambitious program of
instruction.
Grouping and Pull-Out Instruction

The CKLA Kindergarten program of instruction has been developed so that it
will provide an appropriate starting point for virtually all students. It assumes
very little prior knowledge and makes an attempt to teach all of the skills
necessary for reading and writing systematically. It should work well for a
wide range of students. You should begin with the assumption that the CKLA
Kindergarten program is an appropriate option for all students in the class.
Inevitably, however, there will be differences in learning. Students learn
at different rates. Some students will pick up the material quickly, others
will have more difficulty. There are many strategies for dealing with this. In
general, we encourage you to try to keep most of the class together as long
as it makes sense to do so. It is much easier to teach one set of students at
roughly the same level than it is to teach two or three groups at very different
levels.
If you find some students are lagging, you may still be able to keep the class
together for the main lessons but find extra time two to four times a week
to work with those students who seem to need extra practice. The various
chaining activities are especially good to do in these remedial groups.
If this is not sufficient, you may eventually need to regroup so some students
are removed from the main group and given remedial/pull-out instruction.
In the first half of Kindergarten one of the significant skills students need
involves learning to blend. Most students should learn to blend orally in Unit
2 and then learn to blend with printed letters in Unit 3. However, a few may
not understand blending right away. Since blending is the essence of reading,
this is a serious problem. You should plan to work with the non-blenders
whenever possible. The non-blenders can be allowed to stay with the main
class group for the next few units while you remediate, but after a while it
will become counter-productive to keep non-blenders with the blenders.
Students who can blend, even if only haltingly, will benefit from learning more
letter-sound correspondences in Units 710 of Kindergarten. Students who
do not know how to blend the letter-sound correspondences taught in Units
35 will probably not benefit from learning about consonant digraphs in Unit
7 or the information that follows. These students will be better served if they
receive explicit small-group instruction.

Assessment in the Skills Strand

Assessment in this program is intended to be frequent and ongoing, with
an eye toward identifying problems early. The goal of many of the exercises
in the program is to make student achievement visible or audible. When a
student completes a worksheet, he is leaving visible marks, allowing you to
assess his writing skills. When a student reads out loud, she is producing
audible signals, allowing you to make similar judgments about reading skills.
This program is based on the assumption that reading and writing are
learned skills, or rather complex clusters of learned skills, many of which
build on each other. If the child has not learned what is being taught, that is
a problem. The child needs to be identified and given prompt attention. You
should not imagine that natural development will solve the problem at some
later point. You should try to fix the problem yourself as soon as you become
aware of it.
In order to facilitate the early identification of students who are struggling
while also keeping track of other students, you may wish to use the Tens
system of assessment.
The Tens system of assessment is not mandatory. It is possible to teach the
program very effectively using different systems of assessment and recordkeeping. As long as you are availing yourself of the many opportunities for
assessment that the Skills Strand presents and recording information on
students, it does not matter if you use the Tens system.
The following is an explanation of the Tens system of assessment. All raw
scores are converted to numbers between 1 and 10. This is a scale that
we all know. A 10 indicates excellent performance, a 1 indicates very poor
performance, and a 0 indicates no performance.
Tens scores are recorded on a simple grid, called a Tens Recording Chart,
where the students names are listed in the horizontal rows and the various
exercises are listed in the vertical columns. (A blank Tens Recording Chart
is provided in Unit 1, and can be copied as needed.) Once a number of Tens
scores have been recorded, it is very easy to get a sense of who is doing well
because all of the scores are comparable. By simply running your eye along
the row where a particular students scores are recorded, you can form a
reliable estimate as to how the student is doing. If Susies scores are 8, 9, 10,
7, 9, 10, you can feel confident she is learning the material. If Bobbys scores
are 2, 3, 5, 1, 3, 2, you can be sure he is struggling.
In the Teacher Guide we typically mark only a few exercises with a Tens icon
( ). However, some teachers like to treat all written work as material for
ongoing assessment, and some also assign scores for oral performance. Do
what works best for you.
There are two kinds of Tens scores: observational Tens scores and data-driven
Tens scores. A data-driven Tens score is based on the number of correct
answers on an exercise or worksheet. To record this kind of Tens score, use the
Tens Conversion Chart to convert a raw score into a Tens score.
Simply find the number of correct answers the student produced along
the top of the chart and the number of total questions on the worksheet
or exercise along the left side. Find the cell where the column and the row
converge, this indicates the Tens score. By using the Tens Conversion Chart,
you can easily convert any raw score, from 0 to 30, into a Tens score.
Observational Tens scores are based on your observations during class.
They are, necessarily, a bit less objective than the data-driven Tens scores.
However, they are still valuable. We suggest you use the following basic
rubric for recording observational Tens scores.
910
Student appears to have excellent understanding
78
Student appears to have good understanding
56
Student appears to have basic understanding
34
Student appears to be having problems understanding
12
Student appears to be having serious problems understanding
Student appears to have no understanding/does not participate
If you do not observe a student, or if you were not able to make a

determination of the students performance, simply leave the cell blank. Do
not write a zero in the cell, as a zero indicates a very poor performance.
If a student appears to be doing poorly, your first recourse should be to focus
more attention on him or her, either during the regular period of instruction
or during a small group or individual session with the student, in addition to
the regular period of instruction. Often this will be enough to get the student
back on track. If a student continues to post low Tens scores for a prolonged
period of time, despite additional instruction, that student may need a pullout group.
Assessment and Remediation Guide

A separate publication, the Assessment and Remediation Guide, provides
teachers with further guidance in assessing, analyzing, and remediating
specific skills. Teachers should refer to this guide for additional resources,
mini-lessons, and activities to assist students who experience difficulty with
any of the skills presented in this unit.

Teacher Resources
Unit 3 | Teacher Resources 113

Assessments
There are many opportunities for informal assessment throughout each
Skills unit. You may choose to assign a given workbook page for individual,
independent completion to use as an assessment. It may be useful to use the
Tens Conversion Chart and the Tens Recording Chart to collect and analyze
all assessment data.
Tens Conversion Chart
Number of Questions
Number Correct
0
10
11
12
13
14
15
16
17
18
19
10
10
10
10
10
10
10
10
10
10
10
11
10
12
10
13
10
14
10
15
10
16
10
17
10
18
10
19
10
20
10
20
10
Simply find the number of correct answers along the top of the chart and the
total number of questions on the worksheet or activity along the left side.
Then find the cell where the column and the row converge. This indicates
the Tens score. By using the Tens Conversion Chart, you can easily convert
any raw score, from 0 to 20, into a Tens score. You may choose to use the
following Tens Recording Chart to provide an at-a-glance overview of student
performance.
114 Unit 3 | Teacher Resources

Tens Recording Chart

Use the following grid to record students Tens scores. Refer to the previous page for the Tens
Conversion Chart.
Name
Unit 3 | Teacher Resources 115

Directions: Have students write t under the pictures of items beginning with the /t/ sound.
6
Unit 3
t
t
Unit 3
116 Unit 3 | Workbook Answer Key
Directions: Have students write d under the pictures of items beginning with the /d/ sound.
Directions: Have students write m under the pictures of items beginning with the /m/ sound.
m
Directions: Have students write a under the pictures of items beginning with the /a/ sound.
2
4
Unit 3
Unit 3
d
d
11
13
4.3
Name
5.1
Name
Dear Family Member,

Please have your child glue the pictures from Worksheet 4.2 here. Affix
pictures of things beginning with the /m/ sound under the m heading
and pictures beginning with the /t/ sound under the t heading.
moon
mouse
monkey
Directions: Draw a line from each word on the left to the matching picture.
1. mad
tiger
toes
teeth
Unit 3
2. dad
3. mat
11
Unit 3
20
Directions: Have students write o under the pictures of items beginning with the /o/ sound.
16
o
Unit 3
Directions: Have students write c under the pictures of items beginning with the /k/ sound.
16
13
20
c
Unit 3
Unit 3 | Workbook Answer Key 117

23
26
7.3
Name
Dear Family Member,
Please have your child glue or tape the pictures from Worksheet 7.2
here. Affix pictures beginning with the /a/ sound under the a heading
and pictures beginning with the /o/ sound under the o heading.
Directions: Have students write g under the pictures of items beginning with the /g/ sound.
ax
apple
alligator
octopus
otter
ostrich
Unit 3
23
26
28
Unit 3
37
10.4
Name
Dear Family Member,
Have your child draw a line from each word on the left to the
matching picture. If necessary, identify the pictures for your child.
Please complete the back of the worksheet in the same manner.
Directions: Have students write i under the pictures of items beginning with the /i/ sound.
28
1. cat
2. dog
i
3. tag
i
Unit 3

4. mom
Unit 3
37
38
39
11.1
Name
5. mad
1. cat
cat
Directions: Have students copy each word under its matching picture.
6. dig
7. dot
8. dad
9. mat
38
2. dog
dog
3. dam
dam
Unit 3
Unit 3
39
40
43
11.3
Name
4. dig
5. dad
dad
6. cot
cot
40
Unit 3
Directions: In each row, have students circle the word the teacher pronounces.
dig
1.
cot
cat
mat
dot
2.
dog
got
did
tag
3.
at
cat
mad
mat
4.
dot
tot
got
dog
5.
gig
cot
dig
dim
Unit 3
43

44
47
12.1
Name
6.
mad
mom
dot
dim
1. doc
7.
tot
dig
tag
dad
8.
cat
did
dad
dog
9.
10
44
mad
cat
tad
mat
mat
got
Directions: Have students write each word under its matching picture.
doc
dad
cot
2. mat
mat
3. tag
tag
Unit 3
Unit 3
47
48
49
13.1
Name
mad
5. cat
cat
6. cot
cot
48
Unit 3

Directions: For each picture, have students circle the letters that spell the name of the depicted item.
Students should then write the name of the item on the line.
4. mad
d
c
a
i
h
t
cat
d
h
o
e
g
t
dog
t
c
o
a
g
t
tag
Unit 3
49
50
53
13.3
Name
Dear Family Member,
50
Please have your child glue or tape the pictures from Worksheet 13.2
here. Affix pictures beginning with the /i/ sound under the i heading
and pictures beginning with the /o/ sound under the o heading.
d
m
i
o
m
g
t
c
o
a
g
t
cot
c
m
a
o
d
c
mad
dig
insect
igloo
ink
otter
octopus
ostrich
Unit 3
Unit 3
53
55
56
14.1
Name
1. dad
4. dot
dot
dad
2. dog
5. mad
mad
dog
3. cod
6. dam
dam
cod
Unit 3
55
56
Unit 3

57
58
14.2
Name
t
c
o
a
g
t
tag
d
m
e
o
m
g
mom
d
m
o
a
g
t
mat
c
m
a
o
g
t
cat
t
c
o
a
g
t
cot
d
m
a
o
d
g
dog
Unit 3
58
57
Unit 3
61
62
PP1
Name
dog
tag
cat
doc
dad
cot
dig
mad
tag
dad
cat
doc
cot
mad
dig
Unit 3

61
62
Unit 3
63
64
PP2
Name
1. cot
4. dot
cot
dot
2. mom
5. dad
dad
mom
3. cat
6. dam
cat
dam
Unit 3
63
64
Unit 3
73
75
PP7
m
a
d
g
t
c
PP8
Name
dad
at
tic
dot
cod
tag
mom
got
cot
got
it
mom
o
at
at
dad
dad
got
got
tic
tic
cot
cot
Directions: Have students sort the six words by their first sounds, copying each word twice.
Directions: Have students sort the six words by their first sounds, copying each word twice.
Name
Unit 3
73
t
g
m
d
c
i
got
got
mom
mom
dot
dot
cod
cod
it
it
Unit 3
75

77
79
Directions: Have students sort the six words by their middle sounds, copying each word twice.
cat
cod
dad
did
dig
dog
i
i
a
a
o
o
did
did
cat
cat
dad
dad
cod
cod
dog
dog
Unit 3
80
80
v
m
e
o
m
c
mom
d
m
a
o
g
c
dog
c
m
a
o
d
c
cod
Unit 3

77
PP10
Name
PP9
Name
d
c
a
i
h
d
dad
d
h
o
e
g
t
dot
d
c
o
a
m
t
dam
Unit 3
79
CORE KNOWLEDGE LANGUAGE ARTS

SERIES EDITOR-IN-CHIEF
E. D. Hirsch, Jr.
PRESIDENT
Linda Bevilacqua
EDITORIAL STAFF
DESIGN AND GRAPHICS STAFF
Carolyn Gosse, Senior Editor - Preschool

Khara Turnbull, Materials Development Manager
Michelle L. Warner, Senior Editor - Listening & Learning
Mick Anderson
Robin Blackshire
Maggie Buchanan
Paula Coyner
Sue Fulton
Sara Hunt
Erin Kist
Robin Luecke
Rosie McCormick
Cynthia Peng
Liz Pettit
Ellen Sadler
Deborah Samley
Diane Auger Smith
Sarah Zelinke
Scott Ritchie, Creative Director

Kim Berrall
Michael Donegan
Liza Greene
Matt Leech
Bridget Moriarty
Lauren Pack
CONSULTING PROJECT MANAGEMENT SERVICES

ScribeConcepts.com
ADDITIONAL CONSULTING SERVICES

Ang Blanchette
Dorrit Green
Carolyn Pinkerton
ACKNOWLEDGMENTS
These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already
know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of
the enterprise alone. To helpers named and unnamed we are deeply grateful.
CONTRIBUTORS TO EARLIER VERSIONS OF THESE MATERIALS

Susan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford,
TedHirsch, DanielleKnecht, James K. Lee, DianeHenryLeipzig, MarthaG.Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson,
ElizabethB.Rasmussen, Laura Tortorelli, RachaelL.Shaw, SivanB.Sherman, Miriam E. Vidaver, Catherine S. Whittington, JeannetteA. Williams
We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early
development of this program.
SCHOOLS
We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for
their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical
Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation
Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan),
PS104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy),
Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical
Academy, Three Oaks Elementary, West Manor Elementary.
And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day
support to teachers using these materials in their classrooms was critical.
Unit 3 | Acknowledgments 125

CREDITS
Every effort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental infringement where
copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any subsequent edition of this
publication. Trademarks and trade names are shown in this publication for illustrative purposes only and are the property of their respective
owners. The references to trademarks and trade names given herein do not affect their validity.
All photographs are used under license from Shutterstock, Inc. unless otherwise noted.
126 Unit 3 | Acknowledgments

Unit 3
Teacher Guide
Skills Strand
Kindergarten
The Core Knowledge Foundation

www.coreknowledge.org

Ckla GK U3 Teachers Guide

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Ckla GK U3 Teachers Guide

Diunggah oleh

Hak Cipta:

Format Tersedia

r

Core Knowledge Language Arts New York Edition Skills Strand

Creative Commons Licensing

You are free:

Copyright 2013 Core Knowledge Foundation

Alignment Chart for Unit 3

Alignment Chart for Unit 3

Reading Standards for Foundational Skills: Kindergarten

Demonstrate understanding of the organization and basic features of print.

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Identify whether pairs of

Indicate whether a target

Unit 3 | Alignment Chart

Alignment Chart for Unit 3

Phonics and Word Recognition

Demonstrate basic knowledge

Read, spell, and/or write chains

Speaking and Listening Standards: Kindergarten

Speak audibly and express thoughts, feelings, and ideas clearly.

Speak audibly and express

Unit 3 | Alignment Chart

Alignment Chart for Unit 3

Language Standards: Kindergarten

Print many lowercase letters.

Hold a writing utensil with a

Trace, copy, and write

Use spatial words: there, here;

Recognize, isolate, and write

Recognize, isolate, and write

Unit 3 | Alignment Chart

/m/ spelled m as in mat

If you have difficulty hearing

Vowel and consonant spellings can be combined to make simple Consonant

Oral Blending (10min.)

Oral Blending and

Oral Blending and

Oral Blending and

Oral Blending and

Mirror, Mirror (15min.)

Mirror, Mirror (15min.)

Hearing Initial Sounds

Hearing Initial Sounds

Complete the Sentence

Pocket Chart Chaining

Meet the Spelling

Meet the Spelling

Meet the Spelling

Meet the Spelling

Pocket Chart Chaining

Pocket Chart Chaining

Pocket Chart Chaining

Day 10 (Lesson 10)

Oral Blending and

Oral Blending and

Oral Blending and

Oral Blending and

Oral Blending and

Mirror, Mirror (10min.)

Minimal Pairs (15min.)

Pocket Chart Chaining

Minimal Pairsr (10min.)

Meet the Spelling